The Mediating Role of Prospective Teachers’ Teaching Self-Efficacy between Self-Efficacy Sources and Attitude towards Teaching Profession

Arslan, Ali

doi:10.12973/ijem.5.1.101

Cited by 23 publications

(14 citation statements)

References 52 publications

(77 reference statements)

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“…Mastery experience was rated to have a very high influence on teacher self-efficacy. is is confirmed by earlier studies [27,64,67,79]. All these studies revealed that mastery experience influenced teacher efficacy belief, just that the degree of influence was quite different.…”

Section: Influence Of Mastery Experience On Preservicesupporting

confidence: 83%

“…French auto-efficacy projected mastery practice, social persuasions, physiological state, and mean self-efficacy at the classroom level. Further, Arslan [67] investigated the predictive power of the sources of self-efficacy of prospective teachers on their teaching self-efficacy and attitude towards the teaching profession and concluded that emotional states, mastery experience, and verbal persuasion were important predictors of self-efficacy teaching by prospective teachers and attitudes towards teaching profession. Ntarmah, Gyan, Gyedu, and Cobbinah [27] found mastery experiences to have the strongest and most positive predictive power of the efficacy beliefs of economics teachers in implementing the SHS Economics curriculum, but such predictive power is not significant under the prevailing teacher features of SHS Economics teachers in the region.…”

Section: Mastery Experiencementioning

confidence: 99%

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Preservice Teachers’ Self-Efficacy in Teaching Cost Accounting

Kwarteng

Sappor

2021

Education Research International

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The study examined preservice teachers’ self-efficacy in teaching cost accounting at the pretertiary level. It employed the descriptive cross-sectional survey design involving final year preservice accounting teachers at the University of Cape Coast. An adapted questionnaire referred to as Teacher Self-Efficacy and Mastery Experience Scale (TSEMES) was used to gather relevant data complemented by the academic records of the respondents to address the problem. The return rate of the instrument was 93%. Descriptive (frequencies, percentages, means, and standard deviation) and inferential statistics (simple linear regression) were used to analyse the data. The study found out that preservice accounting teachers were highly efficacious in classroom management compared to student engagement and instructional practices. Also, mastery experience had a positive influence on preservice accounting teachers’ self-efficacy in teaching cost accounting. Therefore, it was recommended that accounting teacher educators pay more attention to competencies related to instructional strategies and student engagement by engaging more with the preservice accounting teachers in these areas. In the deployment of teachers, the Ghana Education Service should prioritise preservice accounting teachers with higher academic achievement.

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Section: Influence Of Mastery Experience On Preservicesupporting

confidence: 83%

Section: Mastery Experiencementioning

confidence: 99%

Preservice Teachers’ Self-Efficacy in Teaching Cost Accounting

Kwarteng

Sappor

2021

Education Research International

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“…Obviously, motivational and social characteristics of the job are received from other causal sources in order to create the ground for teachers' personal self-efficacy through repeated successful personal experiences and performance, successive experiences (observational learning), repeated success of others, encouragement and verbal and social feedback from teachers, Positive feedback from colleagues and so on. Arslan (2019) has stated that teacher self-efficacy plays a significant and positive mediating role between verbal and social motivation and feedback, psychological states and substitution experiences with a professional teaching attitude for teachers. Ghanbari, Hemmati (2015) showed that the components of safe and healthy environment as well as providing opportunities for growth and continuous security have the power to predict teachers' selfefficacy.…”

Section: Discussionmentioning

confidence: 99%

“…In other words, receiving positive feedback from colleagues can strengthen a person's belief in their abilities. Arslan (2019) in a study has investigated the mediating role of teachers' selfefficacy beliefs between self-efficacy sources and attitudes toward professional teaching. The results showed that teachers' self-efficacy has a significant and positive mediating role between motivation and verbal and social feedback, psychological states and substitution experiences with a professional teaching attitude for teachers.…”

Section: Introductionmentioning

confidence: 99%

Providing a model of Personal Self-Efficacy for High School Teachers: Grounded Theory Approach

Silaneh

Azari

Jabbari

2021

Iranian Journal of Educational Sociology

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The aim of this study was to present a model of personal self-efficacy of secondary school teachers Methodology: The method of this research was qualitative and the data theory theory paradigm model was used. The statistical population included experts, specialists, officials and experts on education and faculty members in the fields of educational management and psychology, Using purposive sampling method with maximum diversity to achieve theoretical saturation, 21 people were interviewed as semi-structured interviews. For validity and validity of the data, two methods of reviewing participants and reviewing nonparticipating experts in the research were used. The collected data were analyzed using MAXQDA software during three stages of open coding, axial coding and selective coding. Findings: The findings showed that 27 general categories within the framework of the paradigm model, in three categories of effective planning and evaluation, environmental conditions and respect and motivational and social characteristics of the job (causal conditions), in seven categories of constructive interaction and ethics Teaching skills and teaching competence, decisionmaking and problem-solving skills, teacher morale and perseverance, classroom management, student involvement and application of teaching methods (central phenomenon of personal self-efficacy of secondary school teachers), in four categories of management style and facilities, Students' motivation and skills, competitive environment and successful models and characteristics of teachers (background conditions), in four categories: system inadequacy, economic and cultural problems, educational and attitude challenges, and processes and standards (intervening conditions), in five Creating dynamic self-efficacy structures and centers, encouraging and increasing teachers' skills, improving teachers' motivation and commitment, and establishing professional systems in education (strategies), in four categories: improving teacher satisfaction and relationships between teachers and students, improving the quality of education and Teaching, reducing burnout and improving mental health, modeling selfefficacy and improving performance (PIA) Mods) has been extracted. Conclusion: Teachers' personal self-efficacy includes three components: selfefficacy for student engagement, self-efficacy for classroom management, and self-efficacy for teaching strategies.

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“…Öğretim üyelerinin ve staj rehber öğretmenlerinin öğretmen adaylarına iyi bir öğretmen olabilecekleri yönündeki olumlu geri bildirimlerinin onların öz yeterlik inançlarını artıracaktır. Sözel ikna kaynağının öz yeterlik inancını etkilediğini bildiren çalışmalar da (Arslan, 2019;Can, 2015;Oh, 2011;Tschannen-Moran ve Woolfolk Hoy, 2007) çalışmanın bu bulgusunu destekler niteliktedir. Bu çalışmada, öğretmen adaylarının öz yeterlik inancını artıran son kaynak ise dolaylı yaşantılar kaynağı olarak bulunmuştur.…”

Section: Tartışma Sonuç Ve öNerilerunclassified