Effects of school‐wide positive behavior support on teacher self‐efficacy

Kelm, Joanna L.; McIntosh, Kent

doi:10.1002/pits.20624

Cited by 56 publications

(39 citation statements)

References 44 publications

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“…Öğretmenlerin akademik başarı, motivasyon, okula bağlılık, sosyal beceriler, tutum gibi pek çok farklı öğrenci çıktıları üzerinde olumlu etkileri olduğu düşünüldüğünde (Kelm & McIntosh, 2012), eğitimin amaçlarına ve bu doğrultuda verdiği eğitimin öğrenciler üzerinde kalıcı etkiler bırakacağına ve onların gelişimlerine katkıda bulunabileceğine inanan öğretmenlerin varlığı eğitim sisteminin verimliliği açısından önem taşımaktadır. Öğretmenlerin eğitim sistemine inanma düzeylerinin yüksek çıkmaması, başka bir deyişle bir parçasını oluşturdukları sistem ile ilgili kafalarında soru işaretlerinin olması eğitimin amaçlarına ulaşmasının önünde bir engel teşkil edebilir.…”

Section: öNerilerunclassified

An Investigation of the Relationship between Teachers’ Levels of Believe in Education and Work Engagement

Gün¹

2017

Journal of Theoretical Educational Science

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ABSTRACT:The purpose of the present study is to examine the relationship between teachers' levels of believe in education and work engagement. The study, designed as a correlational research, has a total of 220 teachers working in various public schools. The participants were surveyed by the "Teachers' Levels of Believe in Education Scale" developed by Akın and Yıldırım (2015) and "Work Engagement Scale" developed by Schaufeli, Salanova, González-Romá and Bakker (2002) originally and translated into Turkish by Atilla-Bal (2008). The data were collected through spring semester of 2015-2016 academic years. The data were analyzed by conducting t test, ANOVA, Pearson correlation, and multiple linear regression. In the study it was observed that teachers' levels of believe in education were medium level and their work engagement perceptions were slightly above the middle level. Furthermore it was concluded that there was a low, positive and statistically significant relationship between teachers' levels of believe in education and work engagement. In addition, it was also founded that teachers' levels of believe in education was a significant predictor of work engagement perceptions of teachers.Keywords: believe in education, work engagement, teacher. ÖZ:Bu çalışmanın amacı, öğretmenlerin eğitime inanma ile işle bütünleşme düzeyleri arasındaki ilişinin incelenmesidir. İlişkisel tarama modelinin kullanıldığı bu çalışmada, çalışma grubunu çeşitli kamu okullarında görev yapmakta olan 220 öğretmen oluşturmaktadır. Çalışmada veri toplama aracı olarak Akın ve Yıldırım (2015) tarafından geliştirilmiş olan "Öğretmenlerin Eğitime İnanma Düzeyleri Ölçeği" ile Schaufeli, Salanova, González-Romá ve Bakker (2002) tarafından geliştirilen ve Türkçe'ye uyarlama çalışmaları Atilla-Bal (2008) tarafından yapılan "İşle Bütünleşme Ölçeği" kullanılmıştır. Veriler 2015-2016 öğretim yılı bahar döneminde toplanmıştır. Ölçeklerin yapı geçerliği, doğrulayıcı faktör analizi (DFA) ile sınanmış ve güvenirliği için ise Cronbach alfa katsayıları hesaplanmıştır. Verilerin çözümlenmesinde t testi, ANOVA, Pearson korelasyonu ve çoklu regresyon analizinden yararlanılmıştır. Araştırma sonucunda öğretmenlerin eğitime inanma ve işle bütünleşme düzeylerinin orta düzeyde olduğu tespit edilirken, öğretmenlerin eğitime inanma ve işle bütünleşme düzeyleri arasında düşük düzeyde, pozitif yönlü ve istatistiksel olarak anlamlı bir ilişkinin olduğu saptanmıştır. Araştırmada ayrıca öğretmenlerin eğitime inanma düzeylerinin işle bütünleşme düzeylerinin anlamlı bir yordayıcısı olduğu belirlenmiştir.Anahtar kelimeler: eğitime inanma, işle bütünleşme, öğretmen.

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Section: öNerilerunclassified

An Investigation of the Relationship between Teachers’ Levels of Believe in Education and Work Engagement

Gün¹

2017

Journal of Theoretical Educational Science

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“…Kelm and McIntosh (2012) examined aspects of self-efficacy in a controlled study and identified a large, significant effect of SWPBS on teachers' self-efficacy when controlling for school effects (d = .80). Ross and Horner (2007) found a significant effect on teachers' selfefficacy in SWPBS schools with high fidelity scores (n 2 = .29).…”

Section: Effects Of Swpbs On Teacher Efficacymentioning

confidence: 99%

Examining Teacher Outcomes of the School-Wide Positive Behavior Support Model in Norway

2016

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Research on teacher outcomes of the School-Wide Positive Behavior Support (SWPBS) model has been scarce. The present study adds to the knowledge base by examining the effects of the Norwegian version of SWPBS (N-PALS) on school staffs’ behavior management practices and on their individual and collective efficacy. Questionnaire data were collected from staff and students (Grades 4-7) at four measurement points across four successive school years in 28 intervention schools and 20 comparison schools. Using longitudinal multilevel analyses, indications of positive 3-year main effects of the N-PALS model were observed for staff-reported collective efficacy, self-efficacy, and positive behavior support practices. The intervention effects as measured by Cohen’s d ranged from .14 to .91. The effects on student perceptions of teachers’ behavior management strategies were, however, not consistent with the positive staff ratings. Results are discussed in relation to prior research, future research, and study limitations.

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“…The first and most important vertex highlighted in Figure 3 is teacher self-efficacy which appears positively correlated with class management (Silva, Iaochitte, & Azzi, 2010;Abu-Tineh, Khasawneh, & Khalaileh, 2011), motivation (Shaukat & Iqbal, 2012, Kopcha & Alger, 2011Mojavezi & Tamiz, 2012), job satisfaction (Kelm, 2012), democratic values (Topkaya & Yavuz, 2011), autonomy (Skaalvik & Skaalvik, 2010), relationship of the parents, collective efficacy (Kurt, Duyar, & Calik, 2012), relationship between teacher and student (Kim & Kim, 2010), school performance (Corkett, Hatt, & Benevides, 2011;Mojavezi & Tamiz, 2012), desire to remain in the profession (Iaochitte, Azzi, Plydoro, & Winterstein, 2011), inclusion (Tschannen-Moran & Johnson, 2011Malinen et al, 2013); teaching practice (Pan, Chou Hsu, Li, & Hu, 2013;Vieluf, Kunter, & Vijver, 2013); school's organizational structure (Hemric, Eury, & Shellman, 2010).…”

Section: Relations Among the Variables Identified In The Studies On Tmentioning

confidence: 99%

Overview of research on teacher self-efficacy in social cognitive perspective

et al. 2016

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Título: Panorama de las pesquisas sobre autoeficacia docente en la perspectiva social cognitiva. Resumen: El objetivo de este trabajo fue presentar un panorama de las pesquisas existentes sobre autoeficacia docente. Para tanto, se buscaron artículos en la base de datos de la CAPES y SCIELO periódicos llevado a cabo desde 2009 hasta 2013. Esto resultó en 26 artículos que contemplaban los criterios de inclusión antes establecidos. Los resultados indican que en el análisis de frecuencia de palabras se destacaron los siguientes termos: autoeficacia docente, satisfacción laboral y rendimiento de alumnos. La autoeficacia es influenciada por factores como agotamiento emocional, despersonalización, satisfacción laboral, relación con los padres, uso de la violencia, presión del tiempo, rendimiento académico, manejo de clase, eficacia colectiva entre otros. Tales resultados contribuyen enseñando el sentido de las pesquisas hechas en el área, indicando algunas tendencias y evidenciando lagunas por investigar, por ejemplo, más estudios que verifiquen la relación entre autoeficacia y rendimiento académico, y además, autoeficacia docente y políticas públicas que favorezcan el proceso de enseñanza-aprendizaje. Palabras clave: Autoeficacia de profesores, teoría social cognitiva, proceso de enseñanza-aprendizaje; panorama de las pesquisas. Abstract:The objective of this study was to present an overview of existing researches on self-efficacy teaching. Therefore, researches on articles in the CAPES-Journals and in the SCIELO database were carried out from 2009 to 2013. The survey resulted in 26 articles which consider the inclusion criteria previously established. The results indicate that in relation to the analysis of the frequency words, the following expressions are highlighted: teaching self-efficacy, job satisfaction and students' performance. Self-efficacy is influenced by factors such as emotional exhaustion, depersonalization, job satisfaction, relationship with parents, use of violence, time pressure, academic performance, class management, collective efficacy, among others. These results contribute to signal the direction of the researches which are conducted in the area, indicating some trends and highlighting gaps to be investigated such as a great number of studies that verify the relation between self-efficacy and academic performance as well as self-efficacy teaching and public policy that favor the teaching and learning process.

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Effects of school‐wide positive behavior support on teacher self‐efficacy

Cited by 56 publications

References 44 publications

An Investigation of the Relationship between Teachers’ Levels of Believe in Education and Work Engagement

An Investigation of the Relationship between Teachers’ Levels of Believe in Education and Work Engagement

Examining Teacher Outcomes of the School-Wide Positive Behavior Support Model in Norway

Overview of research on teacher self-efficacy in social cognitive perspective

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