Teachers' and principals' sense of efficacy in elementary schools

Imants, J.G.M.; Brabander, Cornelis J. de

doi:10.1016/0742-051x(95)00053-m

Cited by 39 publications

(27 citation statements)

References 27 publications

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“…They believed that teachers" positive influence on learners allows them to contribute to the success of community and the future of the world. To put it in a nutshell, regarding the influence of age on self-efficacy levels the findings of current research are consistent with theoretical and empirical research by Tschannen-Moran and Woolfolk Hoy (2002), but in contrast to those gained by Tsui (1995), Imants and De Brabander (1996) …”

Section: Discussionsupporting

confidence: 68%

On the Would-be Bonds between Emotional Intelligence and Self-efficacy: The Case of Iranian EFL University Professors

Alavinia¹,

Kurosh²

2012

TPLS

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Abstract-Though a plethora of varied probes, thus far, have been conducted into the effectiveness of emotional intelligence as well as the paramountcy of self-efficacy in educational settings, one area of research that seems to have remained partly intact or which has been given scant attention is the viable relationship between these two constructs, i.e. EQ and self-efficacy. In effect, the principal incentive underlying the researchers' interest in the current study emanated from their credence in the fact that meager heed has been given to the possible links holding between these two realm, particularly when it comes to considering the case of academic professors; indeed, the few number of studies being carried out in this respect have merely centered on the lower-level teachers among which a reference can be made to Chan (2004) and Fabio and Palazzeschi (2008). Hence, in view of the aforesaid facts, the researchers in the current study aimed at addressing the correlation between EI and self-efficacy in a brand new context (academic arena) and with a totally unique community (university professors). Age and teaching experience of professors were also the issues of secondary concern in performing the present research. To this end, 50 EFL university professors (both MA and PhD holders) were selected from a range of different universities in Urmia, including the English departments of Urmia state and Azad universities, Azarabadegan non-profit University, as well as Payam-e-Nour University. To gather the data, Tschannen-Moran and Woolfolk Hoy's (2001) self-efficacy scale and Bar-On's (1997) EQ-i questionnaire were administered to the participants. The final analysis of data revealed a significant correlation between the participants' responses to these two questionnaires. Yet, the participants' ages and years of teaching experience were not found to be of significant role with respect to the relationship between the participants' performance on the said scales.

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Section: Discussionsupporting

confidence: 68%

On the Would-be Bonds between Emotional Intelligence and Self-efficacy: The Case of Iranian EFL University Professors

Alavinia¹,

Kurosh²

2012

TPLS

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“…Brama 2004) and partly on how it relates to other concepts (e.g. Imants and De Brabander 1996;Smith 2003;Gareis 2004, 2005). Some instruments try to measure principals' self-efficacy in many areas and situations that a principal might face during work, while other studies focus on a few but important aspects.…”

Section: Principal Self-efficacymentioning

confidence: 99%

Principal self-efficacy and work engagement: assessing a Norwegian Principal Self-Efficacy Scale

Federici

Skaalvik

2011

Soc Psychol Educ

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One purpose of the present study was to develop and test the factor structure of a multidimensional and hierarchical Norwegian Principal Self-Efficacy Scale (NPSES). Another purpose of the study was to investigate the relationship between principal self-efficacy and work engagement. Principal self-efficacy was measured by the 22-item NPSES. Work engagement was measured by a modified version of the Utrecht Work Engagement Scale (UWES). The participants in the study were 300 principals randomly drawn from the population of Norwegian principals. Data were collected by means of an electronic questionnaire. Both the NPSES and the UWES were investigated through confirmatory factor analyses (CFA) before two structural equation models were tested. Both models specified principal self-efficacy as an exogenous variable and work engagement as an endogenous variable. The data were analyzed by means of a SEM analysis for latent variables using the AMOS 18 program. Three different models of NPSES were tested. Both a first-and second-order CFA confirmed that principal self-efficacy constitutes eight dimensions. Furthermore, both structural models had an acceptable fit to data and revealed that principal self-efficacy was positively related to work engagement. The results of the study are discussed together with limitations and suggestions for further research.

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“…Since teachers usually gain extensive experience of successful and unsuccessful performances throughout their years of teaching, this assumption has generated in-depth research into how teachers who have been involved in teaching for different periods of time perceive their teaching (Hoy & Woolfolk, 1993;Imants & Brabander, 1996;Fives & Lisa, 2008;Fives, 2010;Soodak & Podell, 1997;Campbell, 1996;Kotaman, 2010). Wolters and Daugherty (2007) found that teachers in their first year of teaching reported significantly lower self-efficacy for instructional practices and classroom management than did teachers with more experience.…”

Section: Introductionmentioning

confidence: 99%

Teaching Styles of Iranian EFL Teachers: Do Gender, Age, and Experience Make a Difference?

Rahimi¹,

Asadollahi²

2012

IJEL

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The aim of this study was investigating Iranian EFL teachers' teaching styles and the activities they use most frequently in their classes. Additionally, the difference between male and female teachers' teaching styles and the relationship between teaching styles and teachers' experience and age were explored. Three hundred EFL teachers were selected by stratified random sampling from six districts of the capital city, Tehran. They filled in a personal information questionnaire and Teaching Activities Preference (TAP) questionnaire. The results of the study showed that the participants used a variety of teaching activities in English classes; however, they constituted a special group due to the high percentage of using sensing type activities. Further, it was found that male and female teachers were different in extroverting, sensing, and feeling styles of teaching while female teachers used activities related to these styles more than their male counterparts did. Besides, the obtained results revealed that EFL teachers' age and experience had a negative relationship with sensing style and a positive relationship with thinking style of teaching.

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Teachers' and principals' sense of efficacy in elementary schools

Cited by 39 publications

References 27 publications

On the Would-be Bonds between Emotional Intelligence and Self-efficacy: The Case of Iranian EFL University Professors

On the Would-be Bonds between Emotional Intelligence and Self-efficacy: The Case of Iranian EFL University Professors

Principal self-efficacy and work engagement: assessing a Norwegian Principal Self-Efficacy Scale

Teaching Styles of Iranian EFL Teachers: Do Gender, Age, and Experience Make a Difference?

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