An Exploration of the Relationship Among Teacher Efficacy, Collective Teacher Efficacy, and Goal Consensus

Kurz, Terri; Knight, Shirley

doi:10.1023/b:leri.0000037198.37750.0e

Cited by 54 publications

(43 citation statements)

References 34 publications

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“…Teacher efficacy accounts for roughly 20% of the variation in perceptions regarding collective efficacy. Kurz & Knight (2004) found that collective teacher efficacy correlated with all of the other variables examined (individual teacher efficacy, collective teacher efficacy, and goal consensus/vision), but was most highly correlated with goal consensus/vision. Goddard & Goddard (2001) indicated significant variation among schools in teacher efficacy.…”

Section: Discussionmentioning

confidence: 88%

“…Goal consensus/vision has a relationship with individual teacher efficacy and collective teacher efficacy (Kurz & Knight, 2004: N =: 113; Teacher Efficacy Scale, Gibson & Dembo, 1984; See APPEND IX G for scale ps ychometrics). This study explored the relationships among individual teacher efficacy, collective teacher efficacy, and goal consensus/vision.…”

Section: Collective Efficacymentioning

confidence: 99%

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A study of relationships of school climate, school culture, teacher efficacy, collective efficacy, teacher job satisfaction and intent to turnover in the context of year-round education calendars.

Mattingly¹

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Section: Discussionmentioning

confidence: 88%

Section: Collective Efficacymentioning

confidence: 99%

A study of relationships of school climate, school culture, teacher efficacy, collective efficacy, teacher job satisfaction and intent to turnover in the context of year-round education calendars.

Mattingly¹

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“…Similar finding has also been reported by many studies in the literature (Ekici, 2006;Derbedek, 2008;Gençtürk and Memiş, 2010;Tschannen-Moran and Woolfolk Hoy, 2007;Üstüner, Demirtaş, Cömert and Özer, 2009;Yılmaz and Çokluk-Bökeoğlu, 2008;Döş and Özdemir Doğan, 2016). However, there are few studies reporting that self-efficacy beliefs of male teachers are stronger (Korkut and Babaoğlan, 2012) and few studies reporting that self-efficacy beliefs of female teachers are stronger (Kurz, 2001). This finding can be interpreted that females are becoming more equal to men in Turkey.…”

Section: Discussion Results and Suggestionsmentioning

confidence: 99%

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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“…Teachers with high self-efficacy are able to produce desired results in the learning process particularly in the performance, achievements and motivation of the students. Teacher efficacy can affect the tasks of managing and motivating students, in that teachers with low self-efficacy might avoid planning activities that they believe exceed their capabilities, might not persist with students that have difficulties, might expend little effort into finding materials and might not teach content in ways that help students understand better (Kurz & Knight 2003). Teachers with high self-efficacy are more likely to develop challenging activities, help students succeed and persevere with students who have trouble learning (Kurz & Knight 2003).…”

Section: Review Of Literaturementioning

confidence: 99%

“…Teachers with high self-efficacy are more likely to develop challenging activities, help students succeed and persevere with students who have trouble learning (Kurz & Knight 2003). Studies on self-efficacy or the sense of efficacy of teachers have explored many fields of study and contexts, such as individual relationships, collective efficacy and goal (Kurz & Knight 2003), collective efficacy at the classroom level (Putney & Broughton, 2011), self-efficacy beliefs of novice and experienced teachers (Tschannen-Moran & Woolfolk Hoy, 2007;Marshall, Horton, Igo, & Switzer, 2007), self-efficacy of mathematics teachers (Marshall et al, 2007;Chang, 2010), self-efficacy of pre-service teachers (Cerit, 2010), self-efficacy of science teachers (Cantrell, Young, & Moore, 2017;Smolleck, Carla & Yoder, 2006;Arigbabu et al, 2009), self-efficacy and burn out in teaching (Friedman, 2003), teacher self-efficacy on the curriculum reform (McCormick & Ayres, 2009;Charalambous & Philippou, 2010) and self-efficacy on the technological pedagogical content (Lee & Tsai, 2008). No related study was found in the search of the literature based on the self-efficacy of teachers in the context of Sri Lanka.…”

Section: Review Of Literaturementioning

confidence: 99%

A Study on PGDE Student-Teacher Efficacy Beliefs in the Sri Lankan Context

2017

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The main purpose of this study was to determine the self-efficacy beliefs of the student-teachers in the context of Sri Lanka. The respondents consisted of 471 student-teachers from seven study centres of Post Graduate Diploma in Education (PGDE) Programme of the Open University of Sri Lanka. The study employed an adapted questionnaire based on the Teacher Self-Efficacy Scale. Findings from the analysis showed that the self-efficacy of studentteachers in student engagement (M=7.07, SD=.94), instructional strategies (M=7.4, SD=.91) and classroom management (M=7.2, SD=1.0) remained high. Outcomes from the t-test did not indicate significant differences between the male (M=7.03, SD=.930; M=7.3, SD=.836; M=7.17, SD=1.03) and female (M=7.09, SD=.953; M=7.46, SD=.945; M=7.2, SD=.996) PGDE student teachers in terms of student engagement, instructional strategies and classroom management. Findings from the one-way ANOVA showed a significant difference in student engagement based on the experience of teachers (F=3.4; df=3.471; p=.018). No significant differences among other groups based on the medium of instruction and qualifications of the studentteachers were found. Approximately 78% of the student-teachers stated that they developed the knowledge and skills related to self-efficacy from the various subjects of the PGDE programme. The study suggests several strategies which need to be incorporated in the PGDE programme to enhance the self-efficacy of student-teachers in their teaching-learning process. * Corresponding Author: F. M. Nawastheen; email:ORCiD: http://orcid.org/0000-0001-9538-7372

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An Exploration of the Relationship Among Teacher Efficacy, Collective Teacher Efficacy, and Goal Consensus

Cited by 54 publications

References 34 publications

A study of relationships of school climate, school culture, teacher efficacy, collective efficacy, teacher job satisfaction and intent to turnover in the context of year-round education calendars.

A study of relationships of school climate, school culture, teacher efficacy, collective efficacy, teacher job satisfaction and intent to turnover in the context of year-round education calendars.

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

A Study on PGDE Student-Teacher Efficacy Beliefs in the Sri Lankan Context

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