The relationship between perceptions of teaching concerns, teacher efficacy, and selected teacher characteristics

Ghaith, Ghazi; Shaaban, Kassim

doi:10.1016/s0742-051x(99)00009-8

Cited by 134 publications

(112 citation statements)

References 15 publications

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“…Previous studies conducted indicated that students in the cooperative learning group showed greater academic achievements and knowledge retention than those in the control group (Tran and Lewis 2012;Ghaith & Shaaban 1999). In the present study, the teachers in the expert group reported more effective learning in groups, more helpfulness and mutual teaching, more discussion of the learning material among participants and a greater level of information exchange than they had experienced in traditional teachercentered classrooms.…”

Section: Discussion Of Resultssupporting

confidence: 50%

Exploring Economics Teachers Perceptions of the Training-of-Teachers Project as an Professional Development Strategy

Wyk

2014

MJSS

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Section: Discussion Of Resultssupporting

confidence: 50%

Exploring Economics Teachers Perceptions of the Training-of-Teachers Project as an Professional Development Strategy

Wyk

2014

MJSS

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“…Research conducted over the past three decades has found that teachers' self-efficacy affects student achievement and motivation (Gibson & Dembo, 1984), teachers' adoption of innovation (Ghaith & Yaghi, 1997;Guskey, 1988), commitment to teaching (Coladarci, 1992), teachers' classroom management and control strategies , and teachers' personal characteristics such as gender, grade level taught and experience (Ghaith & Shaaban, 1999;Ross, Cousins, & Gadalla, 1996).…”

Section: Factors Associated With Teachers' Sense Of Efficacymentioning

confidence: 99%

Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela

Chacón¹

2005

Teaching and Teacher Education

296

294

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Teachers' sense of efficacy has been shown to influence teachers' actions and student outcomes. This study explored self-efficacy beliefs among English as a Foreign Language teachers in selected schools in Venezuela. Data were collected through a survey administered to 100 teachers. The Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was used to assess efficacy for management, engagement, and instructional strategies. Interviews were conducted with a purposeful sample. Results showed that teachers' perceived efficacy was correlated with self-reported English proficiency. Results also indicated that teachers' efficacy for instructional strategies was higher than efficacy for management and engagement. r

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“…In this regard, it can be argued that with increasing professional experience, the self-efficacy beliefs improve and it is low at the beginning of the career. This finding is in contrast with the findings stating that there is no significant correlation between self-efficacy beliefs and professional experience (Gaith and Shaaban, 1999;Wallick, 2002;Chacon, 2005;Ekici, 2006;Howel, 2006;Korkut and Babaoğlan, 2012;Üstüner, Demirtaş, Cömert and Özer, 2009;Yılmaz and Çokluk-Bökeoğlu, 2008;Ayra and Kösterelioğlu, 2016). However, Rummel (2007) maintains that self-efficacy is shaped in the first five years of the career and during this period, teachers with low self-efficacy quit the job.…”

Section: Discussion Results and Suggestionsmentioning

confidence: 60%

Comparison of Pre-service Teachers and Teachers Self-efficacy Beliefs

Elkatmiş¹

2017

HUJE

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ABSTRACT:The purpose of the present study is to investigate pre-service teachers and teachers' self-efficacy beliefs in relation to some variables. For this purpose, the present study was designed as a descriptive study employing a general survey model. The universe of the study consists of teachers working in a city of Anatolia in Turkey and fourth-year students from the departments of classroom teacher education, science and technology teacher education, Turkish language teaching and physical education teacher education of the education faculty at a university located in the same city in 2014-2015 academic year. The sampling of the study included 249 teachers and 105 pre-service teachers. The findings of the study revealed that the pre-service teachers' self-efficacy beliefs do not vary significantly depending on their gender and whether they attend day-time or evening-time classes; yet, their selfefficacy beliefs vary significantly depending on the department attended and reasons for professional preferences. On the other hand, on the teachers' self-efficacy beliefs, both gender and educational statues do not have a significant impact; however, professional seniority significantly affects their self-efficacy beliefs. Moreover, it was found that the participants of both groups have same level of self-efficacy perceptions of their profession. Keywords: teacher, pre-service teacher, self-efficacy belief. ÖZ:Bu çalışmanın amacı öğretmen adayları ve öğretmenlerin öz yeterlilik inançlarının belirli değişkenlere göre karşılaştırılmasıdır. Bu amaç doğrultusunda yapılan çalışma genel anket modeli uygulanarak açıklayıcı bir şekilde oluşturulmuştur. Çalışmayı oluşturan grup Anadolu' nun bir şehrinde çalışan öğretmenlerden ve 2014-2015 akademik yılında aynı şehirde bulunan eğitim fakültesi 4.sınıf, Sınıf Öğretmenliği, Fen ve Teknoloji Öğretmenliği, Türkçe Öğretmenliği, Beden Eğitimi Öğretmenliğinde okuyan öğrencilerden oluşmuştur. Bu çalışmanın örneklemi 249 öğretmen ve 105 öğretmen adayını kapsamaktadır. Bu çalışmanın sonuçlarına göre, öğretmen adaylarının özyeterlilik inançları cinsiyete ve birinci ya da ikinci öğretimde okumalarına göre çok büyük değişiklik göstermemiştir. Asıl büyük değişiklik devam ettikleri bölüme ve meslek seçimi nedenlerine göre olmuştur. Diğer taraftan görevde olan öğretmenlerin özyeterlilik inançlarında cinsiyet ve eğitim statüsünün önemli etkisinin olmadığı ancak işteki kıdemin büyük etkisi olduğu görülmüştür. Bununla birlikte her iki grubun katılımcılarının aynı seviyede mesleki özyeterlilik inancına sahip olduğu görülmüştür. Anahtar sözcükler: Öğretmen, öğretmen adayı, özyeterlilik inancı.

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The relationship between perceptions of teaching concerns, teacher efficacy, and selected teacher characteristics

Cited by 134 publications

References 15 publications

Exploring Economics Teachers Perceptions of the Training-of-Teachers Project as an Professional Development Strategy

Exploring Economics Teachers Perceptions of the Training-of-Teachers Project as an Professional Development Strategy

Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela

Comparison of Pre-service Teachers and Teachers Self-efficacy Beliefs

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