A measure of classroom management: validation of a pre-service teacher self-efficacy scale

Slater, Eileen; Main, Susan

doi:10.1080/02607476.2020.1770579

Cited by 20 publications

(20 citation statements)

References 34 publications

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“…The self-efficacy results obtained by quantitative measurement in teachers are comparable with the results of foreign research (Slater & Main, 2020). In the case where the total score into groups was not differentiated, the measured arithmetic mean was comparable, as is the case in the research conducted by Cobanoglu & Capa-Aydin & Yildirim (2019) where they worked only with a sample of teacher students (future teachers), the measured arithmetic mean was almost identical (7.26) to our result.…”

Section: Discussionsupporting

confidence: 86%

Self-Efficacy in the Pre-Gradual Training of Occupational Subject Teachers

Duda¹,

Kráľová²,

Krasna³

et al. 2022

TNER

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The study presents a survey of perceived teacher self-efficacy on a sample of future and beginning Slovak secondary school teachers in two research approaches. The research aimed to find out the perceived professional proficiency of teacher students and future teachers in didactic readiness in the context of positive psychology. The obtained data from both groups were compared with foreign research results in this area.

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Section: Discussionsupporting

confidence: 86%

Self-Efficacy in the Pre-Gradual Training of Occupational Subject Teachers

Duda¹,

Kráľová²,

Krasna³

et al. 2022

TNER

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“…In the face-to-face learning process, a professional-pedagogical vision identifies and interprets important things obtained during the learning process to be developed, used, and reinterpreted (McDonald et al, 2019). Class management by teachers will determine whether or not students are able to learn in the classroom (Slater & Main, 2020).…”

Section: Discussionmentioning

confidence: 99%

THE INFLUENCE OF MASSIVE OPEN ONLINE COURSES (MOOCs) AND FACE-TO-FACE LEARNING ON MOTIVATION AND SELF-REGULATED LEARNING (SRL)

2023

JEO

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This study, conducted in a small town in Indonesia, examined how Massive Open Online Courses (MOOCs) and face-to-face learning affected high school students' motivation and self-regulated learning (SRL). This research employed the quasi-experimental method. The sample was obtained randomly from 144 high school students. The study's primary instrument was a questionnaire with a five-point ranking scheme of 100 items to measure the students' SRL and motivation levels. The Cronbach's alpha value of the questionnaire was 0.959. This research indicated that face-to-face learning significantly affected the students' motivation compared to the MOOC class, but MOOCs and face-to-face learning did not affect students' SRL.

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“…As the following explanation; Effective classroom management (A) and the effective teaching practices as the latent variables (B) have a positive and significant influence. Slater & Main (2020) state that classroom management skills are crucial for effective teaching practices and consequently form an integral part of undergraduate teaching degrees. Next, Sims et al, (2021) state that effective classroom management is of crucial significance to the success of universal.…”

Section: Discussionmentioning

confidence: 99%

The Assessment of Fit Data Model Feasibility of the Teachers’ Pedagogic Competency Variables

Otaya¹,

Anwar²,

Yahiji³

et al. 2023

INT J INSTRUCTION

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This study examines the relationship among the variables that affect the pedagogic competence of Islamic education teachers in Gorontalo. These consist of effective classroom management, effective teaching practices, technology skills, and effective assessment variables. Furthermore, the respondents in this study are 320 Islamic religious education teachers selected by a cluster sampling technique. Here in after, the data were analyzed using a structural equation modeling (SEM) approach due to the implementation of multivariate analysis of the relationship among variables with the help of LISREL in order to describe the structural model. The results indicated that not all relationships among variables possessed a positive and significant influence on Islamic religious teachers' pedagogic competence. In addition, this study showed only three relationships among the latent variables that have a positive and significant effect on teachers pedagogical competence, namely effective classroom management (A) to effective teaching practice (B) with a Tvalue of 5.37, effective classroom management (A) to technological skills (C) with a T-value of 4.10, and effective teaching practice (B) to technology skill (C) with a T-value of 2.55. Thus, teachers' pedagogical competence plays a significant role in achieving successful learning by considering to link one variable to another.

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A measure of classroom management: validation of a pre-service teacher self-efficacy scale

Cited by 20 publications

References 34 publications

Self-Efficacy in the Pre-Gradual Training of Occupational Subject Teachers

Self-Efficacy in the Pre-Gradual Training of Occupational Subject Teachers

THE INFLUENCE OF MASSIVE OPEN ONLINE COURSES (MOOCs) AND FACE-TO-FACE LEARNING ON MOTIVATION AND SELF-REGULATED LEARNING (SRL)

The Assessment of Fit Data Model Feasibility of the Teachers’ Pedagogic Competency Variables

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