Teacher Efficacy: A Study of Construct Dimensions

Guskey, Thomas R.; Passaro, Perry D.

doi:10.3102/00028312031003627

Cited by 515 publications

(204 citation statements)

References 22 publications

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“…Most graduates expressed their belief they would be able to motivate students to get involved in learning and to achieve desirable results, even the unmotivated ones. Similar findings are also found in several research studies which have investigated the way teachers encourage students with learning disabilities, difficulties and those achieving below their potential (Guskey & Passaro, 1994). Many GRP reported they could get 'challenging' children involved and this had been a goal they had wanted to achieve even during the pre-service training.…”

Section: The Self-efficacy and Contributions That Influence The Way Osupporting

confidence: 68%

Are they Genuinely Novice Teachers? - Motivations and Self-Efficacy of those who Choose Teaching as a Second Career

Wagner

Imanuel-Noy

2014

AJTE

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IntroductionThe purpose of this study is to investigate the reasons for choosing teaching as a second career and the self-efficacy among graduates of a retraining teaching course. The study is based on changes that have occurred in recent years that point at an ongoing increase of teacher training programs and alternative routes for academics in Israel and around the world. (Kfir, 2008;Sinclair, 2008). These programs include a variety of models; most of which the theoretical-academic requirements of teacher training have been reorganized in order to accelerate the entrance into the teaching career and the fast integration into schools. The number of people, who choose to embrace the teaching career, is constantly increasing, (Richardson & Watt, 2006). Most of the applicants are characterized by maturity and a broad perspective over civilian and military technological careers they had engaged in before choosing to retrain for teaching.The main aims of the study are: a. To investigate, characterize and compare the motives that have directed the graduates to embrace teaching as a second career; b. To research the self-efficacy of the graduates to cope with the challenges of this career.Comparison of the learners' perceptions from the various groups can illuminate the phenomenon of mature and experienced people turning to the teaching profession as second career and their feelings of self-efficacy. Moreover, the findings help broaden the point of view of the policy makers in the system of education about the justification and value of the establishment of special courses for teacher training in order to attract valuable people who regard teaching as a vocation.

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Section: The Self-efficacy and Contributions That Influence The Way Osupporting

confidence: 68%

Are they Genuinely Novice Teachers? - Motivations and Self-Efficacy of those who Choose Teaching as a Second Career

Wagner

Imanuel-Noy

2014

AJTE

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“…W nowszym artykule podobną definicję proponują Guskey i Passaro [10], pisząc, że są to "wierzenia lub przekonania, o tym, że można wpływać na wysokie osiągnięcia nawet u tych uczniów, którzy mają trudności w nauce lub są słabo zmotywowani".…”

Section: Pojęcie Przekonań O Własnej Skuteczności Nauczycieliunclassified

“…niską trafność dyskryminacyjną 2 podskal -PTE i GTE [18], oraz dość niski (28,8%) wskaźnik wyjaś-nionej wariancji [16]. Z kolei Guskey i Passaro [10] wykazali, że PTE i GTE silniej wiążą się z wewnętrznym vs zewnętrznym umiejscowieniem kontroli niż z poczuciem własnej skuteczności i oczekiwaniami rezultatów. Warto też zauważyć, że w oryginalnych badaniach Gibson i Dembo analiza trafności teoretycznej, mierzona zarówno metodą korelacji z konstruktami pokrewnymi, jak i metodą obserwacji zachowań nauczycieli przy pracy, nie była zbyt wysoka [17].…”

Section: Pomiar Przekonań O Własnej Skuteczności Nauczycieliunclassified

Norwegian Teacher Self-Efficacy Scale – Psychometric properties of the Polish version of the scale

Baka¹

2017

Med Pr

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StreszczenieWstęp: Specyficzne przekonania o własnej skuteczności są traktowane w wielu modelach stresu jako ważny zasób osobisty, ułatwia-jący radzenie sobie ze stresem. Celem niniejszego opracowania było przedstawienie psychometrycznych właściwości Norweskiej Skali Poczucia Własnej Skuteczności Nauczycieli (Norwegian Teachers Self-Efficacy Scale -NTSES) -narzędzia do pomiaru takich przekonań w grupie nauczycieli szkół podstawowych, gimnazjalnych i średnich. Materiał i metody: Dane zebrano wśród 404 nauczycieli. Przeprowadzono eksploracyjną i konfirmacyjną analizę czynnikową, a także analizy rzetelności i trafności teoretycznej narzędzia. Wyniki: Wyniki analizy czynnikowej nie potwierdziły 6-składnikowej budowy skali, jaką uzyskano w badaniach norweskich, wskazując na jej 3-wymiarową konstrukcję. Analizy pokazały, że NTSES cechuje się zadowalającymi miarami rzetelności i trafności teoretycznej. Specyficzne przekonania o własnej skuteczności nauczycieli korelowały dodatnio z uogólnionym przekonaniem o własnej skuteczności, wewnętrznym umiejscowieniem kontroli oraz ujemnie z wypaleniem zawodowym. Wnioski: Chociaż NTSES może być wykorzystany w badaniach polskich nauczycieli, powinien być stosowany z dużą ostrożnością. Zalecane jest używanie zagregowanego wskaźnika przekonań o własnej skuteczności. Wskazane są dodatkowe badania na większej próbie nauczycieli. Med. Pr. 2017;68(6):743-755 Słowa kluczowe: zdrowie, nauczyciele, zasoby osobiste, swoiste przekonania o własnej skuteczności, Norweska Skala Poczucia Własnej Skuteczności Nauczycieli, adaptacja narzędzia Abstract Background: Self-efficacy refers to different spheres of human functioning and to different tasks, including teaching activity. It is regarded as an important personal resource related to coping with stress. This paper was aimed at presenting psychometric properties of the Norwegian Teachers Self-Efficacy Scale (NTSES), related to these beliefs in the group of teachers. Material and Methods: Psychometric properties of the scale were evaluated on the basis of the data obtained from 404 teachers of elementary and middle schools. Results: Our analyses of exploratory and confirmatory factor revealed a 3-dimensional structure, but not a 6-dimensional structure of NTSES as obtained in the original Norwegian study. They also showed high reliability and construct validity coefficients. Teachers self-efficacy was positively correlated with general self-efficacy, internal locus of control and negatively with job burnout. Conclusions: Although NTSES can be used in the study of Polish teachers, this should be done with great caution and the measure of global index of NTSES should be used. Additional studies on a larger sample of teachers are recommended. Med Pr 2017;68(6): [743][744][745][746][747][748][749][750][751][752][753][754][755]

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“…Esse construto tem despertado interesse em diversos pesquisadores (Ashton, Olejnik, Crocker, &McAuliffe, 1982;Guskey, & Passaro, 1994;Pajares, 2007;Tschannen-Moran, Woolfolk, & Hoy, 1998), dado o poder preditivo acerca da prática docente e a influência sobre os resultados acadêmicos dos estudantes. As crenças de autoeficácia de professores têm sido relacionadas de forma positiva a vários fatores, como sucesso acadêmico, ensino mais eficaz, maior envolvimento da família (Gibson & Dembo, 1984;Hoy & Woolfolk, 1993), assim como motivação dos alunos (Bandura, 1997).…”

Section: Crenças De Eficácia De Professores Autoeficácia Docenteunclassified

Caracterização das Pesquisas sobre Eficácia Coletiva Docente na Perspectiva da Teoria Social Cognitiva

Ramos

Fernandez

Pontes

et al. 2016

Psic.: Teor. e Pesq.

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RESUMO -A eficácia coletiva de professores refere-se ao modo como os membros do corpo docente julgam as capacidades desse grupo para realizar as tarefas específicas de sua função. Este estudo objetivou revisar sistematicamente pesquisas sobre a eficácia coletiva docente, na perspectiva social cognitiva. Para tanto, foram realizadas buscas de artigos publicados entre 2010 a 2014, na base de dados da CAPES. O levantamento resultou em 12 artigos que contemplavam os critérios de inclusão pré-estabelecidos. Os resultados indicaram, por meio da análise dos objetivos dos artigos selecionados, que as variáveis mais utilizadas para estudar a eficácia coletiva foram: autoeficácia e satisfação no trabalho. Notou-se ainda que a maioria das pesquisas utilizou abordagem quantitativa, sendo necessário ampliar os estudos, aplicando técnicas qualitativas.Palavras-Chave: eficácia coletiva, professores, revisão sistemática Characterization of studies on collective teacher efficacy from a Social Cognitive Theory perspectiveABSTRACT -Collective efficacy of teachers refers to the way faculty members judge the capabilities of this group to perform the specific tasks of the ir function. This study aimed to systematic ally review studies on collective teacher efficacy from a social cognitive perspective. The refore, articles in the CAPES database published between 2010 to 2014were reviewed .The survey resulted in 12 articles which contemplated pre-established inclusion criteria. The results indicated by means of analysis of the objectives of the articles that the variables most commonly used to study the collective teacher efficacy were: self-efficacy and job satisfaction. It was also noted that the majority of the studies useda quantitative approach, indicating a necessity to expand the studies applying qualitative techniques.

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Teacher Efficacy: A Study of Construct Dimensions

Cited by 515 publications

References 22 publications

Are they Genuinely Novice Teachers? - Motivations and Self-Efficacy of those who Choose Teaching as a Second Career

Are they Genuinely Novice Teachers? - Motivations and Self-Efficacy of those who Choose Teaching as a Second Career

Norwegian Teacher Self-Efficacy Scale – Psychometric properties of the Polish version of the scale

Caracterização das Pesquisas sobre Eficácia Coletiva Docente na Perspectiva da Teoria Social Cognitiva

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