Teachers &amp; self-efficacy

Mok, Magdalena Mo Ching; Moore, Phillip J.

doi:10.1080/01443410.2019.1567070

Cited by 26 publications

(18 citation statements)

References 14 publications

(3 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Dependence on technology and the age we live in requires the evolution of leadership practices to create schools that are able to adapt to the latest technological developments [20]. In terms of increasing the effectiveness of educational organizations, it is of significant importance for administrators to possess the appropriate leadership characteristics, and to be able to guide the institution's employees throughout the change process [21].…”

Section: Literature Reviewmentioning

confidence: 99%

Examining Teachers’ Perspectives on School Principals’ Digital Leadership Roles and Technology Capabilities during the COVID-19 Pandemic

2021

View full text Add to dashboard Cite

The current study investigates the perspectives and experiences of teachers regarding their school principal’s digital leadership roles and technology capabilities during the COVID-19 pandemic. The research was conducted using a case study-based qualitative approach, and with a study group consisting of 89 teachers holding a Master’s degree. Maximum diversity sampling, one of the purposive sampling methods, was preferred in the determination of the study group, and the data obtained from the research were analyzed through content analysis. The five main themes determined based on the perceptions and experiences of the participants are listed as: “Digital technology usage, support for the digital transformation, support for technology-based professional development, support for digital learning culture, and digital leadership skills”. The results of the research revealed that the level of use of digital technologies by school principals during the COVID-19 pandemic was perceived as adequate by teachers. In addition, it was determined that school principals support digital transformation and technology-based professional development in schools. Furthermore, within the scope of the research, it was determined that school principals contribute to the construction of a digital learning culture in schools. The results of the study revealed that school principals’ digital leadership skills were clustered under three categories: technology use, managerial skills, and individual skills. As a result, in order to realize digital transformation within the context of K-12 education, school principals must first demonstrate their digital leadership and actively support the establishment of a digital learning culture in their schools.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Examining Teachers’ Perspectives on School Principals’ Digital Leadership Roles and Technology Capabilities during the COVID-19 Pandemic

2021

View full text Add to dashboard Cite

show abstract

“…As for teachers, self-efficacy has been given different conceptualizations referring to the degree to which teachers believe in their capacity to influence learners' performance; their belief or conviction that they are able to affect how well students learn, or their belief in their own competence to unify and implement series of actions necessary in doing a particular teaching task (Tschannen-Moran and Woolfolk Hoy, 2001). In simple terms, teacher self-efficacy is the ability to make a difference in learners' academic performance (Mok and Moore, 2019). It is comprised of three sub-categories, namely classroom management, student engagement, and instructional strategies.…”

Section: Teachers' Self-efficacymentioning

confidence: 99%

Investigating the Correlation Among Chinese EFL Teachers' Self-efficacy, Work Engagement, and Reflection

2021

View full text Add to dashboard Cite

As the forerunners of education, teachers and their psycho-affective variables have been the focus of numerous studies in the past decades. To add to this line of inquiry, the present study aimed to scrutinize the correlation among English as a foreign language (EFL) teachers' self-efficacy, work engagement, and reflection in the context of China. To do so, three previously validated questionnaires related to each of the variables were distributed among Chinese EFL teachers with various experiences and academic degrees, and a sample of 614 completed the questionnaires. The results of Pearson's Product-moment correlation revealed that the participants' self-efficacy, work engagement, and reflection were positively correlated. Moreover, the results of regression analysis and ANOVA demonstrated that Chinese EFL teachers' self-efficacy and work engagement significantly predicted their reflection. The findings have viable takeaways for EFL teachers and teacher education programs in that they can invest more time and energy in promoting psychological factors in teaching the English language along with pedagogical issues.

show abstract

“…The role of vocational teachers as educators is also required to quickly adjust to technological changes, both in learning media and as special skills/competencies. In this regard, Mok & Moore (2019) emphasis that the teacher's role is crucial in changing the learning situation by making students more involved in the learning process. The results showed that the factors that influence teachers' positive reflective actions begin specifically with the principal's digital leadership role.…”

Section: Discussionmentioning

confidence: 99%

“…More than that, digital leaders must keep up with the global revolution that is taking place (Richardson, Bathon, Flora, & Lewis, 2012) since it takes a dynamic combination of mindset, behaviour, and skills to change and/or enhance the school culture. Always, changing times and people's dependence on technology demands an evolution of leadership practices to create schools that can adapt to technological developments (Mok & Moore, 2019). Therefore, leadership is an important factor in the success of the educational process and goals.…”

Section: Introductionmentioning

confidence: 99%

Influence of the Principal’s Digital Leadership on the Reflective Practices of Vocational Teachers Mediated by Trust, Self Efficacy, and Work Engagement

Agustina

Kamdi

Hadi

et al. 2020

IJLTER

View full text Add to dashboard Cite

This study aims to determine the effect of the principal's digital leadership on vocational teachers' reflection practice, mediated by the variables of trust, self-efficacy, and work involvement. This study uses path analysis with modeling using SEM (AMOS). The sample of this research is 637 (N=340 females and N=297 males) vocational high school teachers in Malang Raya, East Java, Indonesia. The researchers have used a purposive random sampling technique to meet the objectives of this research. The investigators have used a 86 item questionnaire to collect data on the studied variables. Based on the fit model's estimation, there is a direct and indirect relationship between the five variables used. The variables of trust, self-efficacy, and job involvement contributed significantly to intervening variables. It can be concluded that the moderating variable strengthens the framework for the relationship between digital leadership and teacher reflective practices. The new relationship formed is a direct contribution of digital leadership to work engagement with a magnitude of 0.120 and a direct relationship made between digital leadership and the reflective practice of teachers of 0.168. This relationship has a positive impact on teacher actions. These results indicate that the teacher appreciates the Principal's leadership, who both supports facilitates the learning process in using technology in the learning process. Moreover, teachers feel motivated and excited to reflect on their learning because of the leaders who have digital characters. The teacher considered leaders with digital personalities more open and tended to free them to manage the class.

show abstract

Teachers & self-efficacy

Cited by 26 publications

References 14 publications

Examining Teachers’ Perspectives on School Principals’ Digital Leadership Roles and Technology Capabilities during the COVID-19 Pandemic

Examining Teachers’ Perspectives on School Principals’ Digital Leadership Roles and Technology Capabilities during the COVID-19 Pandemic

Investigating the Correlation Among Chinese EFL Teachers' Self-efficacy, Work Engagement, and Reflection

Influence of the Principal’s Digital Leadership on the Reflective Practices of Vocational Teachers Mediated by Trust, Self Efficacy, and Work Engagement

Contact Info

Product

Resources

About