A mixed methods study of the teachers’ self-efficacy views and their ability to improve self-efficacy beliefs during teaching

Abstract

ObjectiveThe current study has the aim of investigating teachers’ views about their self-efficacy and how they improve their self-efficacy beliefs during teaching practice.MethodsThe study was designed in a mixed methods research design. “Teacher’s Self-Efficacy Scale,” “Personal Information Form” and “Semi-structured Interview Form” were employed in the study. The quantitative data were collected from 379 teachers in public schools in the 2021–2022 academic year, whereas the qualitative data were obtained from the top 10 participants with the highest level of self-efficacy.Results and DiscussionBased on the qualitative and quantitative results of the present study, it was revealed that teachers’ self-efficacy levels were high, and they felt self-efficient in their teaching.The study is of great importance since determining teachers’ opinions about their self-efficacy beliefs and how they improve their self-efficacy beliefs in the solution of the problems they encountered during teaching practice will not only raise awareness of the importance of self-efficacy in teaching profession, but will contribute to further research and qualified teacher training.

How students' writing motivation, teachers' personal and professional attributes, and writing instruction impact student writing achievement: a two-level hierarchical linear modeling study

“…In addition, the weakly positive correlation ( r = 0.109, p < 0.05) between degree and teacher efficacy implies that moving from teachers with bachelor's degrees to teachers with master's degrees was weakly associated with an increase in their teaching efficacy beliefs, or higher efficacy beliefs tend to co-occur with teachers with a master's degree. This finding is consistent with other studies (e.g., Yilmaz and Çokluk-Bökeoglu, 2008 ; Orakci and Karagöz, 2023 ) suggesting that as teachers' level of education progresses, they are likely to develop a more profound comprehension of writing, which may enhance their efficacy beliefs regarding their own writing skills and their effectiveness in teaching writing. Hence, the effects of teacher's gender and degree variables were controlled in the subsequent analyses.…”

Attitudes towards STEM education: nonlinear effects of teachers’ readiness and the crucial role of affective conditions

“…When self-efficacy is stronger, individuals tend to set more ambitious goals and demonstrate greater commitment to completing certain tasks (Bandura, 1993;Chesnut and Burley, 2015;Shu, 2022). Teachers with high self-efficacy consciously opt for student-centered instructional methods, select demanding tasks, demonstrate strong dedication to achieving their goals, allocate more time and effort to accomplish their objectives (Bandura, 2012;Barni et al, 2019;Orakcı et al, 2023), and persist in their endeavors even in the face of failure to meet personal or organizational goals (Burić and Macuka, 2018;Haatainen et al, 2021). Individuals with low selfefficacy often stop pursuing their goals and limit their options due to a lack of confidence in their abilities (Bandura et al, 1999).…”

Research self-efficacy and research productivity: evidence from academics in Tanzanian public higher education institutions

“…Based on the theory, three elements influence human behavior and these are the individual, the behavior and the environment (Gaoat et al, 2023;Mensah et al, 2023;Azila-Gbettor et al, 2022). A central construct of SCT is self-efficacy which is an individual's awareness of his or her own ability to carry out a certain task (Orakcı et al, 2023). In this study, self-efficacy has been considered as the confidence academics have in undertaking research activities.…”

“…, 2022). A central construct of SCT is self-efficacy which is an individual's awareness of his or her own ability to carry out a certain task (Orakcı et al. , 2023).…”