Promoting Teacher Efficacy for Working With Culturally Diverse Students

Tucker, Carolyn M.; Porter, T.; Reinke, Wendy M.; Herman, Keith C.; Ivery, Phyllis; Mack, Christopher E.; Jackson, E

doi:10.3200/psfl.50.1.29-34

Cited by 89 publications

(66 citation statements)

References 17 publications

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“…In addition, participation in special education training improve teachers' sense of selfefficacy [45,61].…”

Section: Teachers' Self-efficacy Beliefsmentioning

confidence: 99%

Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs

Tsakiridou¹,

Polyzopoulou²

2014

EDUCATION

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The aim of this study is to examine the teachers' attitudes toward the inclusion of students with special educational needs, in public schools and how these attitudes are influenced by their self-efficacy perceptions. The sample is comprised of 416 preschool, primary and secondary education teachers. The results show that, in general, teachers develop positive attitude toward the inclusive education. Higher self-efficacy was associated rather with their capacity to come up against negative experiences at school, than with their attitude toward disabled learners in the classroom and their ability to meet successfully the special educational needs students. The results are consistent with similar studies and reveal the need of establishing collaborative support networks in school districts and the development of teacher education programs, in order to achieve the enrichment of their knowledge and skills to address diverse needs appropriately.

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“…In addition, participation in special education training improve teachers' sense of selfefficacy [45,61].…”

Section: Teachers' Self-efficacy Beliefsmentioning

confidence: 99%

Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs

Tsakiridou¹,

Polyzopoulou²

2014

EDUCATION

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“…Bandura (1997) has suggested that efficacy cognitions not only influence how people behave but they also elicit thought patterns and affective reactions to tasks that challenge personal capabilities (see also Pajares & Schunk, 2005;Skaalvik & Bong, 2005). Teachers with high self-efficacy are able to attain personal accomplishments and well-being, reduce stress, and are less vulnerable to depression, experience less negative emotions in teaching, and are more effective in meeting the needs of culturally diverse student groups (Ashton, Olejnik, & Croker, 1982;Bandura, 1994;Greenwood, Olejnik, & Parkay, 1990;Tucker, Porter, Reinke, Herman, Ivery, Mack, & Jackson, 2005). Conversely, people with low self efficacy are face difficulties in commitments to the goals they choose to pursue, blame themselves for their failure, believe that things are tougher than they really are, a belief that fosters anxiety and stress as they engage in a task, are slow to recover after failures or setbacks, and easily fall victim to depression (Bandura, 1994;Fiori, Mcilvane, Brown, & Antonucci, 2006;Muris, 2001;Pajares & Schunk, 2005;Ross, 1998;Stephanou, 2004;Wheatley, 2005).…”

Section: Emotionsmentioning

confidence: 99%

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

Στεφάνου¹,

Gkavras²,

Doulkeridou³

2013

PSYCH

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This study aimed at investigating a) teachers' job satisfaction, experienced emotions at school, self-efficacy and school collective-efficacy beliefs; b) the influential role of self-efficacy in the school collectiveefficacy beliefs, and in the impact of the school collective-efficacy beliefs on job satisfaction and emotions; and c) the effect of self-and collective-efficacy beliefs on the impact of job satisfaction on emotions. The sample comprised 268 elementary school teachers (113 male, 155 female), who completed the scales at the middle of a school year. The results showed that a) the teachers experienced form moderate negative emotions to moderate positive emotions at school, particularly in the context-task-and self-related emotions; b) teachers' self-efficacy had positive effect on school collective-efficacy beliefs and job satisfaction, and on the impact of collective efficacy on job satisfaction; c) self-efficacy, collective efficacy and job satisfaction, as a group, explained from a small to moderate amount of the variance of the emotions, while the impact of job satisfaction on the emotions was to a significant extent mediated by teachers' perceptions about their school collective efficacy; and d) self-efficacy had direct and indirect effect, through the interaction of collective efficacy and job satisfaction, on the emotions. The findings are discussed for their applications in educational practice and future research.

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“…Soon, children were saying things like, ''that boy in the yellow hat,'' or that girl on the jungle gym'' rather than ''that white boy'' or ''that black girl.'' Teachers have a powerful influence on the achievement of students that are culturally diverse and/or low income and collaborative teacher involvement with one another has been found to have a crucial impact on that effect being a positive one Tucker et al (2005). When teachers fail to work together to create culturally responsive classrooms, the pressures upon teachers to respond to this need traces to the high attrition of teachers in urban schools McKinney et al (2005).…”

Section: Faculty Bondingmentioning

confidence: 98%

Community-Building in a Diverse Setting

Rule

Kyle

2008

Early Childhood Educ J

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Research demonstrates that community-building in schools is an integral aspect of student success. Based on a foundation of research findings related to the importance of implementing community-building into all aspects of a school, community-building activities, including five specific classroom strategies (parent visits class to tell about child, weekly newsletter with interactive activities, bi-monthly open-house hour where children explain school work to parents, Valentine letters filled with true compliments, and a cultural celebration unit focused on Africa), were implemented in an urban magnet school. This school was moving toward racial integration as well as implementation of a Montessori education program. As predicted from research information, incorporating community-building strategies geared at creating a welcoming climate, at improving faculty interaction, at fostering collaborative classrooms, and towards on-going and open teacher/parent communication and collaboration resulted in positive outcomes in what could have otherwise been a difficult, negative or unproductive situation.

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Promoting Teacher Efficacy for Working With Culturally Diverse Students

Cited by 89 publications

References 17 publications

Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs

Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

Community-Building in a Diverse Setting

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