Auto-eficacia Docente, Motivación del Profesor y Estrategias de Enseñanza

Rodríguez, Susana; Núñez, José Carlos; Valle, António; Blas, Rebeca; Rosário, Pedro

doi:10.24310/espsiescpsi.v3i1.13328

Cited by 23 publications

(15 citation statements)

References 19 publications

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“…We also found agreement with other research [75] that confirms the role of self-esteem in promoting behaviours related to occupational health. This was also observed with those that relate self-efficacy with teacher motivation [76][77][78][79], as well as studies that confirm that this relationship is positive, finding that teachers with high levels of self-efficacy are more motivated and more enthusiastic about the teaching process [80].…”

Section: Discussionsupporting

confidence: 69%

Effective Personality as a Protective Factor in Teachers’ Occupational Health

Valle

Martín-Palacio

García-Rodríguez

et al. 2022

IJERPH

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In recent decades, there has been a growing body of research showing the relationship between teaching work and several health problems, both physical and psychological. Some of these studies relate personal competencies and resources to teachers’ occupational health. Based on the construct of Effective Personality, proposed by Martin del Buey, Martín Palacio, and Di Giusto, the aim was to analyse the relationship between the dimensions of the construct and Teachers’ Occupational Health. A descriptive cross-sectional design was used. It was based on the application of the Teacher Health Questionnaire (CSD) and the Efficacy Personality Questionnaire-Adults (CPE-A). The sample consisted of 700 non-university teachers aged between 26 and 66 years, M = 47.65 SD = 8.68. Descriptive, correlational, linear regression, and structural equation analyses were carried out. The results confirmed the relationship between the Efficacy Personality construct and Teachers’ Occupational Health (r = 0.45 **). In addition, the regression analysis indicated the relevance of each factor of Efficacy Personality in the factors of Teachers’ Occupational Health. The variance of Self-efficacy is the most explained by the dimensions of Efficacy Personality (40.2%), with positive relationships. The structural equation analysis confirmed the influence between Efficacy Personality and the factors of Self-Efficacy and Satisfaction, explaining 55.0% of the variance. It is concluded, therefore, that Efficacy Personality has a protective function on Teacher Occupational Health; the higher the Efficacy Personality scores are, the better the results in health gain—Self-efficacy and satisfaction—and the lower the result in health loss—burnout, cognitive affections, musculoskeletal affections, and voice alterations. These results facilitate the design of prevention and intervention programmes for teachers’ occupational health, which strengthen and improve personal and socio-affective competencies.

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Section: Discussionsupporting

confidence: 69%

Effective Personality as a Protective Factor in Teachers’ Occupational Health

Valle

Martín-Palacio

García-Rodríguez

et al. 2022

IJERPH

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“…These results are consistent with previous studies that find that hands-on, playful experiences improve the knowledge levels and application skills not only of primary school students [33] but also of prospective teachers [4,90,91]. In short, we agree with previous research that when teachers are oriented towards processes of critical reconstruction of the traditional teaching model, subjecting them to a meaningful and functional contrast with knowledge and experiences more coherent with the results of educational research, more conscious, complex and evolved teaching-learning models can emerge in them, capable of sustaining innovative and truly valuable practice [92].…”

Section: Discussionsupporting

confidence: 88%

Cognitive and Emotional Development of STEM Skills in Primary School Teacher Training through Practical Work

2022

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Several studies highlight that trainee primary school teachers show negative emotions towards learning and teaching STEM subjects with low levels of teacher self-efficacy in these areas. The general objective of this research was to analyse the cognitive, emotional and didactic development of STEM competences in trainee primary school teachers. Practical STEM experiences were designed and implemented to promote a positive evolution in the cognitive, affective and self-efficacy domains of future primary school teachers. A quasi-experimental research design was followed with a control group, experimental group, pre-test and post-test. The teaching methodology used was considered as the independent variable and the level of knowledge, the level of teaching self-efficacy and the emotions experienced when learning and teaching STEM content were considered as dependent variables. A non-probabilistic sample of 345 trainee primary school teachers took part in the study. The results led to the development of more than 70 STEM workshops. The inferential statistical analysis revealed the existence of statistically significant differences in all the variables of the study, detecting a positive evolution of the trainee teachers at a didactic, competence and emotional level. It is concluded that the use of practical STEM activities may lead to an improvement in the professional development of teachers and in the quality of science and technology teaching.

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“…A mean inverse correlation (r = −0.12) was found between Dimension 4 and the variable age [ 40 ]. Findings regarding the inverse correlation between the variable age and the Dimensions (1) Conception of diversity and (4) Community participation could have implications for older teachers because of the importance of perceived self-efficacy in coping with the challenges included in their new roles and in collaborating with other educational agents [ 48 ].…”

Section: Discussionmentioning

confidence: 99%

Differences among Male and Female Spanish Teachers on Their Self-Perceived Preparation for Inclusive Education

Triviño-Amigo

Barrios-Fernández

Mañanas-Iglesias

et al. 2022

IJERPH

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Inclusive education is a right for every student, being one of the current challenges with which the education system is struggling. The teacher’s role in this process is essential in building an inclusive and transformative school. This study aims to measure Spanish secondary school teachers’ perceptions of their preparation to address inclusive education, exploring whether there are differences concerning their gender. A total of 420 Spanish secondary school teachers responded to three dichotomous questions about their initial and ongoing preparation using the Evaluation of Teacher Education for Inclusion Questionnaire (CEFI-R). The results suggest that there are no significant differences between men and women regarding their perceived readiness to deal with diversity. However, women seem to be more confident in their competence, as they show less need for preparation in addressing the diversity of needs in their students with disabilities, and in promoting inclusive education.

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Auto-eficacia Docente, Motivación del Profesor y Estrategias de Enseñanza

Cited by 23 publications

References 19 publications

Effective Personality as a Protective Factor in Teachers’ Occupational Health

Effective Personality as a Protective Factor in Teachers’ Occupational Health

Cognitive and Emotional Development of STEM Skills in Primary School Teacher Training through Practical Work

Differences among Male and Female Spanish Teachers on Their Self-Perceived Preparation for Inclusive Education

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