Teacher self-efficacy and classroom management styles in Jordanian schools

Abstract

Two main purposes guided this study. The first was to identify the degree to which Jordanian teachers practise classroom management styles in their classrooms and their level of teacher self-efficacy. The second purpose was to explore the relationships between classroom management styles and teacher self-efficacy. This study is quantitative in nature and was conducted using a survey design. A variety of statistical techniques were utilised in this research. The Pearson product moment correlation coefficient (r), means and standard deviations were used as the main statistical techniques. Findings of this study revealed that Jordanian teachers practise the instructional classroom management style more than the other management styles: behaviour management and people management. However, people management was rated the style least practised by Jordanian teachers. Further, Jordanian teachers who participated in this study perceived themselves to have a higher level of personal teacher efficacy compared to general teacher efficacy. Finally, personal teacher efficacy has the highest and significant relationship with each of the classroom management styles and classroom management styles overall. However, general teacher efficacy was found to be correlated insignificantly with each of the classroom management styles and classroom management styles overall.

Overview of research on teacher self-efficacy in social cognitive perspective

“…The researches found signaled the need to understand how self-efficacy is part of the educational context, being influenced by both intrinsic factors, such as those related to class management (Abu-Tineh, Khasawneh and Khalaileh, 2011) or to the student's academic performance (Bandura, 1997(Bandura, , 1998Kaçkaya, 2011;Mojavezi & Tamiz, 2012;Soodak & Podell, 1996), among others as well as by external teaching factors that sometimes impose limits on the teacher's work (Skaalvik & Skaalvik, 2010).…”

“…It is not by chance that researches have shown positive effects among self-efficacy and various aspects of the teacher's educational context, such as anales de psicología, 2016, vol. 32, nº 3 (octubre) between teaching self-efficacy and academic performance (Anthony & Kritsonis, 2007;Klassen et al, 2011;Mojavezi & Tamiz, 2012), teaching self-efficacy and motivation (NolenHoeksema, Stice, Wade, & Bohon, 2007), teacher selfefficacy and class management (Abu-Tineh et al, 2011); selfefficacy and job satisfaction (Caprara et al, 2006). In this way, Cheung, Richler, Palmeri and Gaultier (2008) postulate that high levels of self-efficacy are positively associated with both the students' academic results and with higher degree of motivation as well as with the belief in their own ability, which is consistent with the idea that teacher self-efficacy was established as a strong predictor of productive teaching practices (Abu-Tineh et al, 2011).…”

“…The first and most important vertex highlighted in Figure 3 is teacher self-efficacy which appears positively correlated with class management (Silva, Iaochitte, & Azzi, 2010;Abu-Tineh, Khasawneh, & Khalaileh, 2011), motivation (Shaukat & Iqbal, 2012, Kopcha & Alger, 2011Mojavezi & Tamiz, 2012), job satisfaction (Kelm, 2012), democratic values (Topkaya & Yavuz, 2011), autonomy (Skaalvik & Skaalvik, 2010), relationship of the parents, collective efficacy (Kurt, Duyar, & Calik, 2012), relationship between teacher and student (Kim & Kim, 2010), school performance (Corkett, Hatt, & Benevides, 2011;Mojavezi & Tamiz, 2012), desire to remain in the profession (Iaochitte, Azzi, Plydoro, & Winterstein, 2011), inclusion (Tschannen-Moran & Johnson, 2011Malinen et al, 2013); teaching practice (Pan, Chou Hsu, Li, & Hu, 2013;Vieluf, Kunter, & Vijver, 2013); school's organizational structure (Hemric, Eury, & Shellman, 2010).…”

Matemáticas guiadas y autoeficacia del docente en Belice

“…Otras investigaciones examinan los cambios en la percepción de la autoeficacia del docente incluyendo las modificaciones en las prácticas de enseñanza; las cuales denotan que los docentes que utilizan prácticas más centradas en los estudiantes -2-expanden su sentido de locus de control al impartir instrucción que creen relevante (Abu-Tineh, Khasawneh, y Khalaileh, 2011;Brown, 2005;Eslami y Fatahi, 2008;Friedman y Kass, 2002;Klassen et al, 2009;Mohamadi y Asadzadeh, 2012;Skaalvik y Skaalvik, 2010). Los efectos sobre la enseñanza, derivados de las modificaciones de las estrategias de instrucción, pueden ser significativos para el desempeño de los estudiantes en los países en desarrollo debido a que los docentes principalmente utilizan rutinas diarias muy estructuradas, en las cuales el trabajo individual es monitoreado y ejecutado estrictamente.…”

Development and Implementation of a Collective Teacher Efficacy Scale Among Elementary School Homeroom Teachers

“…Previous studies have reported that teacher self-efficacy is related to teaching behavior in the classroom (Abu-Tineh, Khasawneh, & Khalaileh, 2011;Hsiao, Chang, Tu, & Chen, 2011;Rahimi & Gheitasi, 2010). Bandura (1997) argued that the collective efficacy of the teachers within a school is a powerful construct that varies considerably among schools and is systematically associated with student achievement.…”