Exploring Australian pre-service teachers sense of efficacy, its sources, and some possible influences

O’Neill, Sue C.; Stephenson, Jennifer

doi:10.1016/j.tate.2012.01.008

Cited by 70 publications

(48 citation statements)

References 42 publications

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“…This is in spite of the fact that efficacy scores obtained before the beginning of their student teaching semester were above the average of 6.45-6.95 found in other studies of pre-service teachers using the Teacher's Sense of Efficacy Scale (see e.g. Charalambous, Philippou, & Kyriakides, 2008;Fives & Buehl, 2010;O'Neill & Stephenson, 2011). The mean prescore for this sample was 7.31 and the mean post-score was 7.87.…”

Section: Discussioncontrasting

confidence: 84%

Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness

2014

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The purpose of this study was to investigate how student teaching experiences impact the sense of teaching efficacy and feelings of preparedness of pre-service teachers in a nearly and elementary teacher education program (EC-6). The study used an action research, mixed-methods design. Seventy-one pre-service teachers at a large public university in the southwest completed surveys about their preparedness to teach and teaching efficacy pre and post the student teaching semester. Findings indicate that pre-service teachers' perceptions of preparedness and sense of teaching efficacy both increased significantly (p < .5) from pre-student teaching to post-student teaching. In addition, three themes emerged from the answers to open-ended questions on learning components of student teaching experiences: opportunity for hands-on teaching, the opportunity to observe experienced teachers, and the relationship with their cooperating teacher.

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Section: Discussioncontrasting

confidence: 84%

Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness

2014

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“…O'Neill and Stephenson (2012) reported the final-year Australian preservice teachers' sense of efficacy on the TSES scale to be 6.95 out of 9. In a study to explore potential sources of teachers' self-efficacy, Tschannen-Moran and Hoy (2007) reported that mean self-efficacy score for novice teachers was 6.87 while that for career teacher was 7.29, suggesting that experience plays a role in teachers' belief about their ability to handle the tasks effectively.…”

Section: Discussionmentioning

confidence: 99%

“…Teacher's sense of efficacy was measured using Teacher Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy (2001) and adopted by many researchers to assess teacher's sense of efficacy (e.g., O'Neill and Stephenson, 2012;Mergler and Tangen, 2010;Charalambous et al, 2008;Fives et al, 2007;Poulou, 2007;Klassen et al, 2009). TSES consists of 24 items with three sub-scales: efficacy for student engagement, efficacy for instructional strategies and efficacy for classroom management.…”

Section: Measure Of Teacher's Sense Of Efficacymentioning

confidence: 99%

THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY

Bakar¹

2012

Journal of Social Sciences

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The objective of the study was to assess student teachers' efficacy in one of the teacher training institutions in Malaysia, with specific reference to the aspects of student engagement, instructional strategies and classroom management. The sample size was 675 final-year teacher education students. The findings suggest that a majority of the respondents had a high level of teaching efficacy (M = 3.98; SD = 0.36). They were also highly efficacious in student engagement (M = 4.01; SD = 0. 41), instructional strategies (M = 4.01; SD = 0. 39) and classroom management (M = 4.00; SD = 0.45). A significant correlation was found between teaching efficacy and academic achievement C (r = 0.15, p<0.05). The study also revealed that teaching efficacy differed as a function of gender (t = 6.47, p<0.05), career choice (t = 6.04, p<0.05), educational aspiration (t = 2.02, p<0.05) and content major (F 3,668 = 9.86, p<0.05).

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“…O'Neill and Stephenson (2012b), who also recruited through email invitations, reported a comparable return rate of 14.2%. Response rates from internet surveys can be low (Monroe & Adams, 2012) and, despite strategies to maximize responses such as a follow-up letter and incentive prize, this was the case in the present study.…”

Section: Limitationsmentioning

confidence: 92%

Factors in Instructional Decision-Making, Ratings of Evidence and Intended Instructional Practices of Australian Final Year Teacher Education Students

Carter

Stephenson

Hopper

2015

AJTE

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Exploring Australian pre-service teachers sense of efficacy, its sources, and some possible influences

Cited by 70 publications

References 42 publications

Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness

Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness

THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY

Factors in Instructional Decision-Making, Ratings of Evidence and Intended Instructional Practices of Australian Final Year Teacher Education Students

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Exploring Australian pre-service teachers sense of efficacy, its sources, and some possible influences

Cited by 70 publications

References 42 publications

Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness

Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness

THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY

Factors in Instructional Decision-Making, Ratings of Evidence and Intended Instructional Practices of Australian Final Year Teacher Education Students

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THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY