Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level

Caprara, Gian Vittorio; Barbaranelli, Claudio; Steca, Patrizia; Malone, Patrick S.

doi:10.1016/j.jsp.2006.09.001

Cited by 1,161 publications

(989 citation statements)

References 32 publications

Supporting

Mentioning

760

Contrasting

Unclassified

Order By: Relevance

“…regarding students' achievement (Caprara et al 2006;Tschannen-Moran et al 1998) and the instructional quality of the teacher (Holzberger et al 2013). An overall finding of this study is that self-efficacy among the teachers varies, which means that the degree of self-efficacy depends on factors such as experience, education, interest, subject content, time for preparation, or the actual teaching situation.…”

Section: Self-efficacymentioning

confidence: 99%

Self-efficacy or context dependency?: Exploring teachers’ perceptions of and attitudes towards technology education

Nordlöf

Hällström

Höst

2017

Int J Technol Des Educ

View full text Add to dashboard Cite

Educational research on attitudes shows that both teaching and student learning are affected by the attitudes of the teacher. The aim of this study is to examine technology teachers' perceptions of and attitudes towards teaching technology in Swedish compulsory schools, focusing on teachers' perceived control. The following research question is posed: How do the teachers perceive self-efficacy and context dependency in teaching technology? Qualitative interviews were performed with 10 technology teachers in the compulsory school (ages 7-16), and the data was analysed using thematic analysis. Based on an attitude framework, three sub-themes of self-efficacy were found: experience, education and interest, subject knowledge, and preparation. Furthermore, four sub-themes of context dependency were found; collegial support, syllabus, resources and status. The results show that, according to the teachers in this study, self-efficacy mainly comes from experience, education and interest. Moreover, contextual factors can both limit and boost the teachers, but overall there are negative attitudes because of a lack of support and resources, which impedes the teaching. Teachers educated in technology education generally express more positive attitudes and thus seem to have advantages in relation to technology teaching, but still they sometimes express negative attitudes in the field of perceived control. Some implications of this study are that it is necessary to promote teacher education in technology and to reserve resources for technology education in schools, thereby supporting teachers in controlling contextual and internal factors that affect their teaching. This support to teachers is especially important if there is an intention for the subject to develop in new directions.

show abstract

Section: Self-efficacymentioning

confidence: 99%

Self-efficacy or context dependency?: Exploring teachers’ perceptions of and attitudes towards technology education

Nordlöf

Hällström

Höst

2017

Int J Technol Des Educ

View full text Add to dashboard Cite

show abstract

“…d'autres études ont insisté sur la satisfaction intrinsèque, soulignant particulièrement la passion d'enseigner (chong & low, 2009), le sentiment de compétence et d'efficacité au regard des besoins des élèves (caprara, Barbaranelli, Borgogni, & steca, 2003 ;caprara, Barbaranelli, steca, & Malone, 2006 ;Fresko, 1997 ;hong, 2012 ;Maroy, 2006 ;Mottet, Beebe, raffeld, & Medlock, 2004 ;Perrachione et al, 2008 ;sass et al, 2011). À ce sujet, les témoignages des enseignants britanniques rapportés dans l'étude de cockburn (2000) sont sans équivoque : ceux qui, parmi eux, affichent l'intention de persévérer dans la profession enseignante en dépit des difficultés et contraintes évoquent l'amour du métier et la passion de travailler avec les jeunes (élèves).…”

Section: Les Facteurs Institutionnelsunclassified

Les enseignants canadiens à risque de décrochage : portrait général et comparaison entre les régions

Kamanzi

Tardif

Lessard

2016

mee

View full text Add to dashboard Cite

Le présent article tente de cerner les caractéristiques des enseignants canadiens ayant l’intention d’abandonner leur profession, en mettant l’accent sur les aspects du rapport au métier. Les résultats de l’analyse réalisée à partir d’un échantillon de 4210 répondants montrent que ces enseignants se distinguent davantage par le sentiment d’avoir des relations difficiles avec les élèves, mais également par un pessimisme au regard des changements de politiques éducatives et par un rapport au métier négatif caractérisé par l’insatisfaction vis-à-vis de la charge, des conditions de travail, des relations avec les collègues et de l’autonomie professionnelle. La situation varie toutefois entre les cinq régions du Canada.

show abstract

“…Teacher efficacy beliefs refer to a teacher's conviction that they are able to act in such a way that will result in achieving their goals. Teachers with high self-efficacy are also more likely to implement didactic innovations, to show effective classroom management and to foster the learning motivation of students with special learning needs (Caprara, Barbaranelli, Steca, & Malone, 2006;Ross, 1998). As implementing modeling tasks in lessons makes great demands on teachers, we focused on the teacher self-efficacy beliefs about being able to foster student modeling competences.…”

Section: Teacher Self-efficacy Beliefsmentioning

confidence: 99%

The Effect of Teacher Beliefs on Student Competence in Mathematical Modeling – An Intervention Study

Mischo

Maaß²

2013

Journal of Education and Training Studies

View full text Add to dashboard Cite

This paper presents an intervention study whose aim was to promote teacher beliefs about mathematics and learning mathematics and student competences in mathematical modeling. In the intervention, teachers received written curriculum materials about mathematical modeling. The concept underlying the materials was based on constructivist ideas and findings from mathematics education. Teacher beliefs about mathematics, learning and self-efficacy were expected to have a major impact on their classroom practices. We therefore assessed teacher beliefs about the usefulness of mathematics, learning (constructivist and socio-constructivist beliefs) and teacher self-efficacy when teaching modeling (teacher or class level variable). The student level variables assessed were modeling competence and other individual factors, such as basic mathematical skills and cognitive abilities.The effectiveness of the intervention was measured in a pre-post control group design using multilevel structural equation modeling. The results showed no direct effect of the intervention on student modeling competence. However, they did reveal that the intervention had a significant effect on teacher beliefs about learning (constructivist and socio-constructivist view) and an effect of these teacher beliefs about learning on student modeling competence. Further, the results showed that students' gains in modeling competence is not only mediated by teacher beliefs, but also influenced by individual factors. Implications for teaching as well as limitations of the study are discussed.Keywords: teacher beliefs, teacher education, mathematical modeling, teacher training Theoretical Background IntroductionMathematical modeling means solving complex, realistic and open problems with the help of mathematics. Although mathematical modeling became part of the national German curriculum in 2004 and has been discussed among mathematics educators for decades, it is still rare in day-to-day teaching practice (Blum, 2002).In the present study, we wanted to know whether specially designed (written) curriculum materials for teachers support the development of students' modeling competences. We focused on the design of curriculum materials because materials -other than long-term teacher training -can reach many teachers easily and effectively. We designed mathematical modeling teaching materials for the target group of six grade students (age 11) because modeling is part of the curriculum for this grade. Teachers were asked to use these materials over a period of one school year. The effectiveness of the materials was evaluated in a pre-post control group design by means of a standardized test to assess student competences in mathematical modeling. We also assessed teacher beliefs before and after the intervention because it was expected that their beliefs play a mediating role in the effectiveness of the written materials.The main research questions of the study were:1. Does teacher use of curriculum materials directly influence student modeling competen...

show abstract

Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level

Cited by 1,161 publications

References 32 publications

Self-efficacy or context dependency?: Exploring teachers’ perceptions of and attitudes towards technology education

Self-efficacy or context dependency?: Exploring teachers’ perceptions of and attitudes towards technology education

Les enseignants canadiens à risque de décrochage : portrait général et comparaison entre les régions

The Effect of Teacher Beliefs on Student Competence in Mathematical Modeling – An Intervention Study

Contact Info

Product

Resources

About