Teaching in Linguistically and Culturally Diverse Classrooms in Canada: Self-Efficacy Perceptions of Internationally Educated Teachers

Vidwans, Mithila; Faez, Farahnaz

doi:10.18806/tesl.v36i2.1313

Cited by 10 publications

(5 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Likewise, Alidosti et al (2016), Yoo (2016), as well as Sotoudehnama and Fakhari (2016)-whose research was conducted in Iran, the U.S., and Iran, respectively-concluded that there is no significant relationship between teaching experience and teachers' self-efficacy. Relatedly, Vidwans (2016), Keys (2016), and Hein and Allen (2013) all reported that there is no significant influence of teaching experience on teachers' self-efficacy. Equally, Hein and Allen (2013) also found that there is no consistent relationship between teacher experience and teacher quality among the surveyed 12 countries in sub-Saharan Africa.…”

Section: Discussionmentioning

confidence: 99%

Effects of Experience on Teachers’ Self-Efficacy in Secondary Schools

Odanga,

Aloka,

Raburu

2022

AJER

View full text Add to dashboard Cite

The present study investigated the effects of teaching experience on teachers’ self-efficacy in Kenyan secondary schools. The study used a sequential explanatory design and the Teacher Self-Efficacy Scale. This scale consisted of a total of 24 items with eight items measuring each of the three domains of teacher self-efficacy: student engagement, instructional strategies, and classroom management. The face and content validities of the modified Teacher Self-Efficacy Scale were ascertained by two experts in Educational Psychology from a Kenyan university. The sample size of the study comprised 327 teachers obtained using stratified random sampling technique. The quantitative data was analyzed using Multivariate Analysis of Variance (MANOVA) but qualitative data from interviews was analyzed thematically. The MANOVA results demonstrate that the effects of experience on teachers’ self-efficacy was significant, Wilk’s λ (7, 319 = 0.945, p = 0.019). The article concludes that Kenyan Teachers’ Service Commission should utilize experienced teachers as resource persons who are attached to several schools. Key words: Experience, Teachers’ Self-Efficacy, Secondary Schools La présente étude a examiné les effets de l'expérience d'enseignement sur l'auto-efficacité des enseignants dans les écoles secondaires du Kenya. L'étude a utilisé un plan explicatif séquentiel et l'échelle d'auto-efficacité des enseignants. Cette échelle comprend un total de 24 éléments, dont huit mesurent chacun des trois domaines d'auto-efficacité des enseignants : l'engagement des élèves, les stratégies d'enseignement et la gestion de la classe. Les validités de face et de contenu de l'échelle modifiée d'auto-efficacité de l'enseignant ont été vérifiées par deux experts en psychologie de l'éducation d'une université kenyane. L'échantillon de 327 enseignants a été obtenu par la technique d'échantillonnage aléatoire stratifié. Les données quantitatives ont été analysées à l'aide de l'analyse multivariée de la variance (MANOVA), mais les données qualitatives issues des entretiens ont été analysées de manière thématique. Les résultats du MANOVA démontrent que les effets de l'expérience sur l'auto-efficacité des enseignants étaient significatifs, Wilk's λ (7, 319 = 0.945, p = 0.019). L'article conclut que la Kenyan Teachers' Service Commission devrait utiliser des enseignants expérimentés comme personnes ressources qui sont attachés à plusieurs écoles. Mots clés: expérience, auto-efficacité des enseignants, écoles secondaires.

show abstract

Section: Discussionmentioning

confidence: 99%

Effects of Experience on Teachers’ Self-Efficacy in Secondary Schools

Odanga,

Aloka,

Raburu

2022

AJER

View full text Add to dashboard Cite

show abstract

“…The same counts for quantitative studies with the present science teaching experience of pre-and in-service primary teachers (Lumpe et al, 2012, β = 0.26, p < 0.01;Riggs and Enochs, 1990, r = 0.41, p < 0.01;Velthuis et al, 2014, medium to large effects). Existing non-significant relationships of teaching experience and self-efficacy beliefs of interdisciplinary science teaching can often be traced back to inappropriate study designs, study descriptions, instruments, or samples (e.g., Yilmaz and Çavaş, 2008;Vidwans, 2016). According to our literature review, we rather assume a positive relationship between teaching experience and the self-efficacy beliefs of interdisciplinary science teaching in secondary education.…”

Section: Influencing Factors Of Self-efficacy Beliefs Of Interdiscipl...mentioning

confidence: 91%

Factors influencing self-efficacy beliefs of interdisciplinary science teaching – the role of teaching experience, science subjects studied, and desire to teach interdisciplinary science

von Knebel,

Schroeder,

Bögeholz

2023

Front. Educ.

View full text Add to dashboard Cite

IntroductionTeacher education for interdisciplinary science teaching at secondary schools shows shortcomings in several countries. One of these countries is Germany. Germany provides teacher education studies for secondary education in biology, chemistry, and physics. This discipline-specific single science subject teacher education results in partly out-of-field teaching of secondary teachers regarding interdisciplinary science. Thus, interdisciplinary science teaching is a new and difficult challenge for (prospective) teachers in Germany. Self-efficacy beliefs refer to the belief in the own abilities to tackle new and difficult challenges, such as interdisciplinary science teaching. Empirical research on self-efficacy beliefs of interdisciplinary science teaching (SElf-ST) is important to foster SElf-ST, e.g., in teacher education. Up to now, empirical research on influencing factors on SElf-ST takes mainly primary education into account. Empirical evidence for influencing factors regarding secondary science education is still needed because of the context-specificity of self-efficacy beliefs. Thus, this paper investigates factors possibly influencing SElf-ST in secondary education: teaching experience, number and type of science subjects studied and desire to teach interdisciplinary science.MethodsWe conducted a cross-sectional questionnaire study with German pre-service, trainee, and in-service biology, chemistry, and physics teachers (n = 589) on SElf-ST.ResultsIn-service teachers had the highest beliefs in nearly all SElf-ST scales. Hardly any difference occurred between trainee teachers and pre-service teachers. Our study provides empirical support that in addition to teaching experience, the number of studied science subjects, and the desire to teach interdisciplinary science are factors that influence SElf-ST not only in primary education but also in secondary education. The novel examination of the so far unknown influence of studying biology, chemistry, or physics on the SElf-ST reveals an impact of any subject but in different ways. The effect of studying chemistry on the science-teaching-specific SElf-ST stands out.DiscussionIn sum, our results reveal possibilities in the context of, e.g., organizing teacher education to promote (prospective) teachers’ SElf-ST in secondary education.

show abstract

“…A teacher's self-efficacy is a teacher's belief in his or her own ability or capacity to organize and perform a series of actions required to complete a teaching task in a specific context (Tschannen-Moran & Woolfolk 2001). Findings of previous studies have confirmed that there is a positive association between teacher self-efficacy and teaching behaviours such as teaching practices, delivery, questioning and classroom management strategies (Tschnen-Moran & Woolfolk, 2001;Cantrell & Callaway, 2008;Tran, Duran, Richard & Burchinal, 2012;Kaygisiz, Aragun & Karaan, 2018;Ozdemir & Ozkan, 2018: Vidwans, & Faez, 2019.…”

Section: Literature Reviewmentioning

confidence: 92%

Teacher Readiness in Implementing the Teaching of Design and Technology and Its Relationship with Self-Efficacy and Intrinsic Motivation

Endot¹,

Jamaluddin²,

Ayub³

et al. 2021

IJHRS

View full text Add to dashboard Cite

An important component of an education change begins with readiness among the implementers. Willingness to face change needs to be measured from the perspective of the individual implementing the change, especially teachers. Therefore, this study was conducted to identify the relationship between teachers’ readiness in implementing the teaching of Design and Technology (RBT) year four of the Primary School Standard Curriculum (KSSR) with self -efficacy and intrinsic motivation. This study is guided by the Wallace Reflective Model. The quantitative study of this descriptive survey involved 368 teachers of RBT fourth year KSSR subjects in Peninsular Malaysia. Cluster and simple random sampling were used to select the sample for this study. The research instrument consisted of a set of questionnaires containing 77 items. The findings of the study showed that the overall mean of teachers' readiness in terms of reasoning knowledge and PBS skills was high. The readiness of teachers in terms of PBS skills recorded a higher mean value (M = 3.92) compared to reasoning knowledge (M = 3.82). These findings give the impression that teachers are more prepared in terms of PBS skills in implementing the teaching of RBT KSSR. The results of the Pearson Correlation Test showed that there was a moderately positive relationship between the independent variables (self-efficacy and intrinsic motivation) with teachers' readiness. The findings of this study prove that the component of teachers’ readiness is very important to be taken into account in the formulation of a new curriculum. Factors of self-efficacy and intrinsic motivation also need to be considered because these two variables have a significant relationship with the readiness of teachers in implementing teaching in the classroom. Therefore, this study is expected to provide guidance to policy makers and curriculum planners to pay attention to the aspect of teacher readiness when introducing new subjects.

show abstract

Teaching in Linguistically and Culturally Diverse Classrooms in Canada: Self-Efficacy Perceptions of Internationally Educated Teachers

Cited by 10 publications

References 34 publications

Effects of Experience on Teachers’ Self-Efficacy in Secondary Schools

Effects of Experience on Teachers’ Self-Efficacy in Secondary Schools

Factors influencing self-efficacy beliefs of interdisciplinary science teaching – the role of teaching experience, science subjects studied, and desire to teach interdisciplinary science

Teacher Readiness in Implementing the Teaching of Design and Technology and Its Relationship with Self-Efficacy and Intrinsic Motivation

Contact Info

Product

Resources

About