Measuring the self-efficacy of in-service teachers in Slovakia

Abstract

Abstract:The paper describes the construct of teacher self-e cacy, which draws on Albert Bandura´s social-cognitive theory. Self-e cacy is de ned as teacher judgement about teacher's capacities to bring about the desired outcomes of instruction. It has been proved in many studies that high self-e cacy positively a ects pupil's motivation and learning. The process of adaptation of the Slovak version of Gibson's and Dembo´s Teacher E cacy Scale (TES) is described in detail. The wording of scale items as used in our earlier research (Gavora 2009(Gavora , 2010 has been altered to re ect the more internal/external orientation of TES dimensions rather than personal teaching e cacy/general teaching e cacy dimensions. The new version of the TES was factor-analysed to assess its construct validity, and reliability coe cients were calculated. A sample of 217 teachers in 5 regions of Slovakia lled in the TES. The data were categorized according to teachers´ years of practice, gender, and the level of school (primary/ lower secondary). The ndings are not dissimilar from those in North American and Western European studies showing that (1) an above-average level (as assessed theoretically) of perceived self-e cacy of teachers is a characteristic of the majority of in-service teachers, (2) general teaching e cacy scores are lower than those of personal teaching e cacy, (3) in-service teachers are superior to the pre-service teachers in our previous sample (Gavora, 2009(Gavora, , 2010 in terms of personal teaching e cacy but not in general teaching e cacy, and (4) likewise, female teachers are superior to male teachers in personal teaching e cacy while no statistical di erence was detected in general teaching e cacy.

Untitled

“…Yet another reason could have been that because the teaching profession in Pakistan is particularly suited to the capacities of female teachers (Ahmad, Khan, & Rehman, 2015). This kind of personal self-efficacy possessed by female teachers and lack of thereof in their male counterparts has also been supported by several research studies (e. g., Anderson, Greene, & Loewen,1988;Gavora, 2011;Greenwood, Olejnik, & Parkay,1990).…”

“…(Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998). These factors are in fact indispensable for inspiring students to achieve worthwhile results (Caprara et al, 2006;Moalosi & Forcheh, 2015); mustering inner strength and fortitude in handling difficult situations (Gibson & Dembo, 1984); and implementing novel approaches to enhance the teaching-learning process (Evers, Brouwers, & Tomic, 2002;Gavora, 2011).…”

“…Quality instruction is vastly dependent upon a strong sense of self-efficacy in teachers (Gavora, 2011), and those possessing it are usually more dedicated than other teachers (Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998). Teachers possessing higher levels of self-efficacy are able to inspire students to higher levels of learning and achievement by:…”

Teacher Self-Efficacy within the Context of Socially Disadvantaged Pupils’ Education

“…lack of motivation, non-stimulating family background of pupils etc. Similarly, teachers achieve higher score in the area of PTE contrary to the area of GTE in a number of other researches, or as the case may be they have beliefs about their education qualities in relation to education and upbringing of pupils than about their possibilities to compensate adverse effects of external environment (e.g., Cerit, 2010;Gavora, 2011;Gavora & Majerčíková, 2012;Graham, 2011;Gorrell & Hwang, 1995;Greger, 2011).…”

“…Researches of self-efficacy apply both the research qualitative strategy (e.g., Cantrell & Callaway, 2008;Cheung, 2008;Milner & Woolfolk Hoy, 2003;Onafowora, 2005;Webb & Ashton, 1987) and the quantitative research strategy (Gavora, 2008(Gavora, , 2010(Gavora, , 2011Gibson & Dembo, 1984;Greger, 2011;Guskey & Passaro 1994;Tschannen-Moran et al 1998). Teacher Efficacy Scale -TES, from Gibson and Dembo and others (1984), became one of frequently used research tools (also used for our research).…”