Context-based sources of EFL teachers' self-efficacy: Iranian public schools versus private institutes

Moradkhani, Shahab; Haghi, Sara

doi:10.1016/j.tate.2017.06.019

Cited by 33 publications

(34 citation statements)

References 65 publications

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“…The significant correlations between the four sources of information and one or two of the selfefficacy beliefs supports the postulate proposed by Bandura that past experience, observing others' performance, social persuasion, and emotional and physiological states as the factors of self-efficacy [4]. Like previous studies [16], [20], social persuasion, rather than mastery experience, was the strongest factor of teacher self-efficacy. This finding contradicts what has been widely believed that mastery experience is the most potent factor of self-efficacy.…”

Section: ) the Relationship Between Sources Of Information And Teachsupporting

confidence: 83%

“…This certainly does not accord with the study by Tschannen---Moran & McMaster [12]. The inconsistent findings are likely due to the different cultural and contextual differences, as indicated by Moradkhani and Haghi, as well as Phan and Locke [16], [20].…”

Section: ) the Relationship Between Sources Of Information And Teachmentioning

confidence: 59%

“…A qualitative study by Phan and Locke showed that teachers beliefs in their capabilities were also affected by cultural and contextual factors [20]. Other L2 studies [6], [7], [16] also emphasized the influence of contextual, teacher and student factors on the up and down of teacher self-efficacy.…”

Section: Source Of Self-efficacymentioning

confidence: 99%

“…Despite a growing body of research on EFL teacher self-efficacy, few have sought to identify the source of self-efficacy information [16] [20], let alone among teachers who did not have English teaching degree in the Indonesian context. Therefore, this study attempts to to reveal the self-efficacy in English and pedagogical skills among the English teachers without English teaching qualification, and to find out how the sources of information for self-efficacy relate to the teachers' self-efficacy.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The Profile of Self Efficacy Beliefs among English Teachers without L2 Teaching Degree

Savitri¹,

Anam²,

Akhiriyah³

2018

Proceedings of Social Sciences, Humanities and Economics Conference (SoSHEC 2017)

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Teachers' belief of their own competence, especially subject-matter and pedagogical, is instrumental in teaching success and failure. This selfbelief, commonly called self-efficacy, is believed to determine teachers' effort, persistence, goal setting, and aspirations for themselves and their students. Despite playing the crucial motivational role, self-efficacy of EFL teachers has yet to receive due attention, let alone on that of teachers who have no English teaching degree. In addition, research on this self-belief mainly focuses on its link with other constructs, and few have looked into its source of information. Therefore, this study examined 1) the level of self-efficacy beliefs in English and pedagogical competence among English teachers in an Indonesian university, and 2) how the sources of information, as postulated by Bandura, related to the teachers' English and pedagogical selfefficacy. The data were collected from Academic English teachers who did not have English teaching degree through a questionnaire. Results indicated that teachers had quite firm confidence in English skill and classroom management, but not in instructional strategies. Additionally, social persuasion had the strongest link with self-efficacy in English, instructional strategies, and classroom management. These findings could shed light on the nature of such teachers' selfbelief and how the belief is shaped.

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Section: ) the Relationship Between Sources Of Information And Teachsupporting

confidence: 83%

Section: ) the Relationship Between Sources Of Information And Teachmentioning

confidence: 59%

Section: Source Of Self-efficacymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Profile of Self Efficacy Beliefs among English Teachers without L2 Teaching Degree

Savitri¹,

Anam²,

Akhiriyah³

2018

Proceedings of Social Sciences, Humanities and Economics Conference (SoSHEC 2017)

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“…The collegial origin is an autonomous factor of each school, where the foundations are laid to build a learning model that allows to generate and make more dynamic and fluid in the student the process of transition between middle and higher education [5]. This model begins with the process of postulating, diagnosing and analyzing the strategy used in the teaching-learning process in order to define in the short, medium and long term processes of continuous improvement that are articulated with follow-up instances and that impact on the feedback of the same [6].…”

Section: Introductionmentioning

confidence: 99%

Association between self-regulation of learning, student attitude, provenance and age in engineering students

Silva¹,

Severiche-Sierra²,

Redondo³

et al. 2017

ces

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The relationship between the self-regulated learning inventory (SRLI) and the factors student attitude, collegiate origin and age in 960 students of engineering programs in universities of the city of Cartagena between the years 2014 and 2016 were analyzed; Through the χ2 independence test. Initially the instrument was validated; The self-regulation for learning and the independent variables were analyzed: age, attitude and collegial origin, and finally a mosaic chart was drawn between SRLI and variables with which a significant relationship was obtained.The results indicate that the instrument is valid according to the Alpha values of Cronbach and that there is an important association between SRLI and the variables attitude and student origin; Showing that students with a high student attitude and coming from public schools, are those who generally have very good self-regulation of learning. 666Waldyr Fong-Silva et al.

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Time‐lagged effects of student misbehavior on teacher counterproductive work behaviors: The role of negative affect and regulatory focus

Ghasemi

2024

Psychology in the Schools

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Student misbehavior is a significant occupational stressor for educators, with numerous emotional consequences threatening their mental well‐being. However, research to date has failed to study the behavioral consequences of student misbehavior among teachers, as such stressors may lead to counterproductive workplace behaviors (CWB) that could decline teachers' performance and school functioning. The current study builds on the stressor–emotion model and frustration‐aggression theory to fill this major gap in the literature. The proposed research model examines the association between student misbehavior and teacher CWB through two indirect pathways. It was hypothesized that job‐related negative affect would mediate the relationship between student misbehavior and CWB, and regulatory prevention focus would moderate the path from student misbehavior to CWB. Data collected from a sample of 330 teachers at two time points revealed that student misbehavior was directly associated with CWB and was indirectly associated with CWB through job‐related negative affect. Additionally, the regulatory prevention focus moderated the relationship between student misbehavior and CWB. The findings of the study help clarify the processes underlying the stressor‐behavior link, as well as the boundary conditions of these processes, which could provide a framework for schools to guide policies and practices regarding supporting educators in their interpretation and response to classroom misbehavior.

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Context-based sources of EFL teachers' self-efficacy: Iranian public schools versus private institutes

Cited by 33 publications

References 65 publications

The Profile of Self Efficacy Beliefs among English Teachers without L2 Teaching Degree

The Profile of Self Efficacy Beliefs among English Teachers without L2 Teaching Degree

Association between self-regulation of learning, student attitude, provenance and age in engineering students

Time‐lagged effects of student misbehavior on teacher counterproductive work behaviors: The role of negative affect and regulatory focus

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