Putting the Self in Self-Efficacy: Personal Factors in the Development of Early Teacher Self-Efficacy

Narayanan, Madhu; Ordynans, Jill G.; Wang, Amber; McCluskey, Matthew S.; Elivert, Nathalie; Shields, Anne L.; Ferrell, Anne C.

doi:10.1177/00131245211062528

Cited by 9 publications

(3 citation statements)

References 39 publications

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“…A lot of teachers who answered have more than 10 years' worth of experience, and that contributed to their confidence. Selfefficacy perceptions were essential to human agency-the conviction that one is an active participant in their environment rather than just a product of it (Narayanan et al, 2023). Teachers must be able to demonstrate their competence to be employed as professional teaching staff.…”

Section: Qualitative Findings Teacher's Abilitiesmentioning

confidence: 99%

Self-Efficacy of Proficient Public Secondary School Teachers in the Philippines, A Sequential Explanatory Study

Pelingon,

Contreras,

Moreno

et al. 2024

IJMABER

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This study aimed to identify the areas where proficient teachers struggle the most and the areas where they feel confident regarding influence in decision-making, instructional, disciplinary, parental involvement, community involvement, and a positive school climate. A mixed-method of sequential explanatory design was utilized, involving 70 secondary high school teachers in the Cluster I Schools Division of Pampanga. The study’s findings demonstrated that teachers are more comfortable and feel more competent and confident in areas like instruction and a positive school climate, where they have more direct control over the conduct and learning of their students. On the other hand, the respondents seemed to be reasonably confident in their ability to influence decisions made within the educational institution. This could be due to several factors, including their experience, relationships with other staff members, or participation in committees that make decisions for the organization. The study highlighted the importance of maintaining collaboration and support among educators, administrators, and the entire school community to foster an environment that values ongoing learning and effective teaching strategies. Lastly, this study emphasized how important teacher self-efficacy is in determining effective teaching practices, especially for experienced teachers. It also emphasized the importance of recognizing and providing targeted support for teachers' strengths to build their confidence and ultimately improve student achievement. The research suggests that schools should give priority to programs that increase teacher self-efficacy through mentorship programs, targeted professional development, and building a supportive school culture. These efforts will ultimately increase instructional effectiveness and improve the teachers’ overall confidence in teaching.

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Section: Qualitative Findings Teacher's Abilitiesmentioning

confidence: 99%

Self-Efficacy of Proficient Public Secondary School Teachers in the Philippines, A Sequential Explanatory Study

Pelingon,

Contreras,

Moreno

et al. 2024

IJMABER

View full text Add to dashboard Cite

show abstract

“…In recent years, scholarly interest in teachers' self-efficacy has grown, recognized for its significance in fostering efficiency and satisfaction, reducing burnout rates, and preventing dropout from the teaching profession [12]. Contemporary studies underscore the positive impact of enhancing teachers' expertise, professional development, collaborative efforts, and teaching quality on their sense of efficacy [13]. Teacher self-efficacy (TSE), representing a teacher's confidence in various professional activities, significantly influences classroom processes and student academic adjustment.…”

Section: Literature Reviewmentioning

confidence: 99%

Navigating Uncertainty: Teachers’ Insights on Their Preservice Training and Its Influence on Self-Efficacy during the COVID-19 Pandemic

Nissim,

Simon

2024

Behavioral Sciences

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This quantitative study investigates teachers’ perceptions of self-efficacy during the COVID-19 pandemic and explores the correlation between these perceptions and the preservice training they received. The research addresses the cognitive connection between teachers’ current self-efficacy, particularly their satisfaction with and appreciation of preservice lecturers. The connection between self-efficacy and “cognitive connection” lies in the intricate interplay of cognitive processes, observational learning, and the formation of beliefs and perceptions. The way individuals cognitively process information, make connections between experiences, and interpret feedback significantly influences their self-efficacy beliefs and behaviors. Utilizing a retrospective lens, the study reveals a significant correlation between teachers’ evaluation of their preservice training, especially their appreciation of lecturers, and their present self-efficacy. The findings highlight that teachers, amidst the challenges of the pandemic, evaluated their self-efficacy at a remarkably high level. This underscores their resilience during a period of unprecedented uncertainty demanding substantial personal and professional adaptability. The nuanced interplay observed suggests that teachers’ sense of self-efficacy serves as a predictive variable of their mental and professional resilience when confronting uncertainty and navigating rapid and profound changes, as exemplified by the exigencies of the COVID-19 pandemic.

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“…This belief is an important aspect of teacher professional development and is closely related to their job satisfaction and motivation (Toropova et al, 2021). Researches show that teachers with high self-efficacy are more likely to set challenging goals for themselves and their students (Naidoo & Naidoo, 2021), to persevere in the face of obstacles and to adopt new teaching strategies and techniques (Narayanan et al, 2021).…”

Section: Teachers' Self-efficacymentioning

confidence: 99%

Building aspiring teachers' capabilities, professional and skill development: Auspice to quality teaching practice in technical vocational education and training institutions

Shodipe,

Ogbuanya

2024

Euro J of Education

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There is an increasing need to train and retrain personnel that would be saddled with the capabilities, professional and skill developmental requirement that meets societal needs. In this case, there is need for adequately trained personnel that will bridge the gap between societal needs; industrial needs with classroom instructions and vice versa. Therefore, this study examines the influence of building aspiring teachers' capabilities, professional and skill development as an auspice to quality teaching activities in technical vocational education and training institutions. Samples were selected using a multistage sampling technique. The collected data from 945 aspiring teachers was analysed using empirical analysis with AMOS SPSS v.23. Hayes PROCESS macro was used for mediation analyses. The result of the study indicated that self‐efficacy and professional skills with knowledge of instructional delivery and personal capabilities have strong significant linkage. There is also a mediating interaction of attention to relationship on the relationship between constructive teaching and personal capabilities. TVET institutions should ensure continuous professional development by concentrating on the requirements concerning teaching and learning, individual resources and social support for coping with various requirements.

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Putting the Self in Self-Efficacy: Personal Factors in the Development of Early Teacher Self-Efficacy

Cited by 9 publications

References 39 publications

Self-Efficacy of Proficient Public Secondary School Teachers in the Philippines, A Sequential Explanatory Study

Self-Efficacy of Proficient Public Secondary School Teachers in the Philippines, A Sequential Explanatory Study

Navigating Uncertainty: Teachers’ Insights on Their Preservice Training and Its Influence on Self-Efficacy during the COVID-19 Pandemic

Building aspiring teachers' capabilities, professional and skill development: Auspice to quality teaching practice in technical vocational education and training institutions

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