Time to grow efficacious: effect of teacher efficacy on students’ classroom engagement

Kundu, Arnab; Bej, Tripti; Dey, Kedar Nath

doi:10.1007/s43545-021-00270-y

Cited by 10 publications

(11 citation statements)

References 81 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These teachers exhibited a good overall teaching efficacy which supports past studies (Menon & Sobha, 2017;Swarnalatha, 2019;Kundu, Bej, & Dey, 2021;Kundu, Dey, & Bej, 2022) that Indian school teachers' overall teaching efficacy is medium to high. There are variations observed among different demographic factors such as gender, experience, and location that corroborate our past studies Kundu, Bej, & Dey, 2021;Kundu, Dey, & Bej, 2022;.…”

Section: Discussionsupporting

confidence: 86%

“…Teaching efficacy is a psychological concept that relates to teachers' perceptions of their ability to influence students' behaviour and academic achievement (Pajares & Urdan, 2006). Student learning is greatly impacted by teaching 13 Journal of School and Educational Psychology efficacy, which is heavily influenced by both subjective and professional practices (Gibson & Dembo, 1984;Tschannen-Moran et al, 1998;Kundu, Bej, & Dey, 2021;Woodcock & Jones, 2020;Zakariya, 2020). According to earlier research, teachers' mental health has a major impact on how effectively they teach (Kaihoi et al, 2022;Peng, Wu, & Guo, 2022).…”

Section: Mental Health Affects Teaching Efficacymentioning

confidence: 99%

See 1 more Smart Citation

Relationship between Mental Health and Teaching Efficacy of Indian School Teachers: A Moderated Mediation Model of Autonomy and Emotional Intelligence

Kundu,

Bej

2024

JOSEP

View full text Add to dashboard Cite

This study aimed to investigate the complex psychological mechanism involved in the relationship between school teachers' mental health and teaching efficacy with the mediating role of emotional intelligence and the moderation of teacher autonomy. It used a descriptive survey method inside an Ex Post Facto study design randomly selecting 500 (female=229) Indian elementary school teachers teaching in grades one to eight. A structural equation model was used to examine the covert relationships among the constructs. The results indicated that mental health was positively associated with teaching efficacy, discretely and via emotional intelligence. Teachers’ autonomy partially mediated the indirect effect such that participants with high teacher autonomy demonstrated a stronger indirect link than those experiencing low autonomy. The findings contribute to a deeper understanding of the synergy between mental health and teaching efficacy with the policy implication for better mental health management for school teachers by paying specific attention to these vital factors like teacher autonomy and emotional intelligence at a time when 15 per cent of Indian school teachers are found suffering from mental health issues and state of teacher autonomy among these schools is lamentably low

show abstract

Section: Discussionsupporting

confidence: 86%

Section: Mental Health Affects Teaching Efficacymentioning

confidence: 99%

Relationship between Mental Health and Teaching Efficacy of Indian School Teachers: A Moderated Mediation Model of Autonomy and Emotional Intelligence

Kundu,

Bej

2024

JOSEP

View full text Add to dashboard Cite

show abstract

“…The authors attribute this to students’ spontaneous involvement in learning and having teachers’ support as evident in prior studies like Kundu et al (2020) and Kundu et al (2021a). It also supports the finding in Kundu et al (2021b) that concludes students’ view as “we have efficacy but lack infrastructure.”…”

Section: Discussionsupporting

confidence: 71%

“…Armstrong et al (2020) pointed out in an educational setting, DBR is a research approach that engages in iterative aspects to develop knowledge that improves educational practices that originated because some researchers believed that traditional research methods failed to improve classroom practices. It welcomes researchers as agents (Kundu et al, 2021a) of change and research subjects as collaborators, produced both new designs and theories, and consisted of an iterative process of design and evaluation to develop knowledge (Kundu et al, 2021b). Simply, DBR helps researchers address design problems (Siko and Barbour, 2016).…”

Section: Methodsmentioning

confidence: 99%

Elementary math class in face-to-face, fully online, and flipped mode: A comparative study on students’ achievement and satisfaction

Kundu

Bej

Mondal

2022

E-Learning and Digital Media

Self Cite

View full text Add to dashboard Cite

Excellent certificates are not enough to make excellent teachers rather, teaching demands constant insight, reflection, and suitable pedagogy. Determining the best pedagogical method of course delivery plagues faculty members and schools across the globe. This paper reports on an investigation and outcomes of a comparative study of three different methods of course delivery offered for the same course in an Indian elementary school before the COVID-19 pandemic. The study followed a Design-Based Research (DBR) approach. Comparisons have been made to the collected quantitative data from each teaching method-face-to-face, blended flipped, and fully online-in respect of students’ learning achievement and satisfaction. Findings revealed that participants in the face-to-face group achieved better than the rest two groups. However, students in the flipped group reported better satisfaction with the course than in the other two modes, and it happened within 8 weeks. These results offer implications for selecting the best method of course delivery for elementary mathematics even in unequipped schools, echoing an insight for practice to add effectiveness to the delivery mode.

show abstract

“…Furthermore, the relationship between teachers' self-efficacy and students' interests was stronger than between teacher attitudes and student interests, indicating that increasing teacher efficacy beliefs would advance student interests more than teacher attitudes did. These results confirm the strong association between teacher efficacy and student achievement and motivation (Işıksal-Bostan, 2016;Kim & Seo, 2018;Sarac & Tutak, 2017) and students' classroom engagement (Kundu, Bej, & Dey, 2021). Regression analysis was performed; teacher attitudes and self-efficacy beliefs were predictor variables, and students' interests in STEM careers were the outcome variable.…”

Section: Discussionsupporting

confidence: 63%

The Effect of Teachers’ Attitudes Towards and Self-Efficacy Beliefs Regarding STEM Education on Students’ STEM Career Interests

2022

View full text Add to dashboard Cite

High-quality Science, Technology, Engineering, and Mathematics (STEM) education provides unique opportunities for students’ futures. STEM education requires integrating multiple disciplines and promotes students’ problem-solving skills when engaging with real-world problems like engineers. Teachers have prominent roles in helping students develop basic concepts, connect their interests to their abilities, and sustain their curiosity from the early years. The present study used a predictive correlational survey design to investigate students’ STEM career interests and the effects of teacher-related variables: teacher attitudes and self-efficacy beliefs. The participants were 421 middle school students and 160 teachers randomly selected from the target population. STEM Attitudes Scale and Teacher Self-Efficacy Scale for STEM Practice were used to collect data from teachers, and STEM Career Interest Scale (STEM-CIS) was used for data collection from students. Normality assumptions were tested, and parametric tests were used. One sample t-test was used to compare students’ observed mean scores to the expected mean scores and multiple linear regression to investigate the predictivity of teacher attitudes and self-efficacy beliefs on student interests. The results revealed positive weak, and moderate relationships between teacher attitudes, self-efficacy beliefs, and student interests. Additionally, teacher efficacy beliefs had stronger predictivity on student interests than attitudes had.

show abstract

Time to grow efficacious: effect of teacher efficacy on students’ classroom engagement

Cited by 10 publications

References 81 publications

Relationship between Mental Health and Teaching Efficacy of Indian School Teachers: A Moderated Mediation Model of Autonomy and Emotional Intelligence

Relationship between Mental Health and Teaching Efficacy of Indian School Teachers: A Moderated Mediation Model of Autonomy and Emotional Intelligence

Elementary math class in face-to-face, fully online, and flipped mode: A comparative study on students’ achievement and satisfaction

The Effect of Teachers’ Attitudes Towards and Self-Efficacy Beliefs Regarding STEM Education on Students’ STEM Career Interests

Contact Info

Product

Resources

About