A comparison of first-year, fifth-year, and former teachers on efficacy, ego development, and problem solving

Glickman, Carl D.; Tamashiro, Roy

doi:10.1002/1520-6807(198210)19:4<558::aid-pits2310190426>3.0.co;2-f

Cited by 130 publications

(76 citation statements)

References 5 publications

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“…The concept of self-efficacy was introduced by Bandura (1977) and was quickly shown to be a useful predictor of a teacher's classroom performance, academic performance of her students and overall job satisfaction [Ashton, Webb 1986;Pajares 1997;Canrinus et al 2012]. Besides that, in some studies it was demonstrated that teachers with higher self-efficacy are more likely to stay in teaching [Glickman, Tamashiro 1982;Swanson 2012;Vieluf, Kunter, van der Vijver 2013].…”

Section: Empirical Data On Teacher Turnovermentioning

confidence: 99%

To Remain a Teacher? Factors Influencing Attitudes to Leaving the Teaching Profession

Александрович¹,

Александровна²

2016

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Abstract. The present study examines structural and socio-psychological factors affecting attitudes towards quitting the profession among school teachers. We explore effects of perceived workplace difficulties, employment opportunities, self-efficacy beliefs, and emotional attachment to the teaching profession. The survey was conducted among public secondary school teachers in Saint Petersburg, Russia (N = 730). The regression analysis revealed that self-efficacy beliefs and professional commitment are the strongest predictors for retention, some work-related stress factors contribute to the likelihood of switching profession, while the number of years of teaching experience and work experience outside of teaching have no effect. The results do not support the hypothesis that early-career teachers are more tolerant to switching professions. The implications for retaining teachers in the profession are discussed.

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Section: Empirical Data On Teacher Turnovermentioning

confidence: 99%

To Remain a Teacher? Factors Influencing Attitudes to Leaving the Teaching Profession

Александрович¹,

Александровна²

2016

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“…As Berne (1996) has suggested, stroking is a need for survival and this fact never changes across genders or through the years. It has been shown in a raft of studies (Allinder, 1994;Glickman & Tamashiro, 1982;Guskey, 1988;Pajares, 2002;Soodak & Podell, 1997) that highly self-efficacious teachers can lead students to achieve their educational goals more successfully.…”

Section: Discussionmentioning

confidence: 99%

The Interplay of Receiving, Accepting, and Asking for Strokes and Iranian EFL Teachers’ Perceived Self-Efficacy

Estaji¹,

Hossein²

2017

The Journal of AsiaTEFL

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In educational settings, teacher-student relationships are considered significant for their influences on students' learning and academic lives. Interpersonal skills, social persuasion, and stroking behavior, the recognition, attention or responsiveness that one person gives another (McKenna, 1974), can promote such a relationship and affect teachers' self-efficacy beliefs. This study attempted to investigate the relationship and interaction between the frequency of strokes and the perceived selfefficacy of EFL teachers, considering their gender and level of experience. In order to collect data, 180 EFL teachers, both male and female with different years of experience, completed a booklet questionnaire consisting of demographic information, the Teacher Self-efficacy scale (Bandura, 2006;Skaalvik & Skaalvik, 2007;Tschannen-Moran & Woolfolk Hoy, 2001), and the Stroking Profile (McKenna, 1974). The results of the analysis, using a Spearman rho correlation, indicated a significantly strong positive correlation between the frequency of receiving and accepting positive strokes and the participants' self-efficacy. There was also a strong negative correlation between frequency of receiving and accepting negative strokes and self-efficacy. However, the frequency of requesting strokes and self-efficacy was weak but significant for positive strokes but non-significant for negative ones. Overall, no difference was found for teachers' self-efficacy with regard to stroke frequency across gender and years of experience. Further, the results of a factorial ANOVA demonstrated that no interaction existed among frequency of strokes, self-efficacy, gender, and EFL teachers' experience levels. Hence, the more EFL teachers were provided with positive strokes, the higher their sense of self-efficacy would be. The findings imply that strokes, particularly positive strokes as a source of self-efficacy for EFL teachers, should be seriously taken into account.

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“…Coladarci (1992) found that teachers with a high sense of self-efficacy are highly committed to their profession. Glickman and Tamashiro (1982) found that teachers with a low sense of self-efficacy tend to leave the teaching profession. In a study by Jones (1986) about socialization tactics, self-efficacy, and newcomers' adjustment to organizations, it was concluded that self-efficacy regulates the learning process of a newcomer and that socialization tactics produce a stronger protective role orientation when newcomers possess a low level of self-efficacy.…”

Section: Self-efficacymentioning

confidence: 99%

Predictors of Organizational Socialization of Instructors in Higher Education

Ataman

Kondakçı

2016

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KeywordsThis study aims to investigate the relationship between organizational socialization and various organizational (type of university, training, work conditions, knowledge sharing) and individual (academic degree, teaching experience, length of employment at current work place, job satisfaction, commitment, self-efficacy) level factors, both factors taken together focusing on the content, context and process dimensions of socialization. For this aim, data from 737 public and private university English language instructors were collected with an inventory consisting of three parts made up of self-developed and pre-developed scales. Taking each dimension of organizational socialization as a criterion variable, three sets of predictors were defined for three separate hierarchical regression analyses. The results revealed that socialization of instructors to the organization, department, and task are significantly predicted by several organizational and individual variables. Knowledge sharing and training are the strongest organizational level predictors while job satisfaction, selfefficacy for instructional strategies, and affective commitment are the strongest individual level predictors. The results suggest higher education administrators adapt organizational and individual level managerial strategies to facilitate organizational, department and task socialization in higher education organizations. Organizational socialization Faculty inductionHigher education Organizational commitment Self-efficacyArticle Info

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A comparison of first-year, fifth-year, and former teachers on efficacy, ego development, and problem solving

Cited by 130 publications

References 5 publications

To Remain a Teacher? Factors Influencing Attitudes to Leaving the Teaching Profession

To Remain a Teacher? Factors Influencing Attitudes to Leaving the Teaching Profession

The Interplay of Receiving, Accepting, and Asking for Strokes and Iranian EFL Teachers’ Perceived Self-Efficacy

Predictors of Organizational Socialization of Instructors in Higher Education

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