Scale for Teacher Self-Efficacy

Pfitzner-Eden, Franziska; Thiel, Felicitas; Horsley, Jenny

doi:10.1037/t42699-000

Cited by 4 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Several studies have highlighted the "ninth-grade bulge", characterized by higher enrollment in ninth grade when students repeating the grade join new ninth-graders [38,59,60]. The bulge grew from a 4% increase in 1982 to a 12% increase in 2012.…”

Section: The Eighth To Ninth Grade Transitionmentioning

confidence: 99%

“…The bulge grew from a 4% increase in 1982 to a 12% increase in 2012. Researchers have posited that the increasing bulge trend comes from decreased parent supervision, increased peer influences, and students sometimes being inadequately prepared for high school [38]. This is compounded by the administrative and classroom management aspects that teachers must consider in managing ninth graders who are at different levels due to retention and newcomers [38].…”

Section: The Eighth To Ninth Grade Transitionmentioning

confidence: 99%

“…Researchers have posited that the increasing bulge trend comes from decreased parent supervision, increased peer influences, and students sometimes being inadequately prepared for high school [38]. This is compounded by the administrative and classroom management aspects that teachers must consider in managing ninth graders who are at different levels due to retention and newcomers [38]. However, less is studied about the inter-relationship between teacher efficacy, school and classroom practices, and the ninth-grade transition.…”

Section: The Eighth To Ninth Grade Transitionmentioning

confidence: 99%

“…In the US context, a recent study conducted by the National Academy of Education [36] still considers the need for teacher education to focus on their attitudes and beliefs and not only the practice. As such, during the student-teaching phase of teacher-training programs, there exists an opportunity to cultivate both TSE and CTE [37,38].…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The Effects of Attending High Individual and Collective Teacher Efficacy Schools on Ninth Grade On-Track

Campbell,

Antony,

Zulawski

et al. 2024

Education Sciences

View full text Add to dashboard Cite

Ninth grade on-track is predictive of high school graduation, more than race, socio-economic status, and prior achievement combined. Although initiatives characterized by an intense focus on the ninth-grade year are being increasingly implemented, research has not fully documented and tested mechanisms linked to improved outcomes. Using survey and transcript-level data and causal mediation analysis, this study tests the effects of students attending high teacher efficacy (self and collective—TSE and CTE) schools on ninth grade on-track in an urban school district in a northeast state in the United States. It further examines the extent to which ambitious instructional practices, defined as culturally relevant and transformative pedagogy, mediate the effects of TSE on ninth grade on-track and how levels of supportive school culture moderate these relationships. The findings indicate that urban ninth-graders attending schools with high TSE and CTE are more likely to be on track at the end of ninth grade. Additionally, the direct effect of students attending a school with high TSE was mediated by the level of ambitious instruction. We discuss implications for teacher education (TE) and professional development.

show abstract

Section: The Eighth To Ninth Grade Transitionmentioning

confidence: 99%

Section: The Eighth To Ninth Grade Transitionmentioning

confidence: 99%

Section: The Eighth To Ninth Grade Transitionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Effects of Attending High Individual and Collective Teacher Efficacy Schools on Ninth Grade On-Track

Campbell,

Antony,

Zulawski

et al. 2024

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Abb. 1: Drei Bereiche der Lehrkräfteselbstwirksamkeit mit Beispielfragen nachPfitzner-Eden, 2016a und Tschannen- Moran & Woolfolk Hoy, 2001 …”

unclassified

Selbstwirksamer vor der Klasse! Impulse für die Aus- und Weiterbildung von Lehrkräften

Täschner,

Holzmeier,

Holzberger

2023

View full text Add to dashboard Cite

Lehrkräfte mit hoher Selbstwirksamkeit vertrauen ihren eigenen Fähigkeiten und treten Herausforderungen mit Zuversicht entgegen. Sie berichten außerdem von einer höheren Berufszufriedenheit und weniger Belastungssymptomen als Lehrkräfte mit niedrigerer Selbstwirksamkeit. Doch lässt sich die Selbstwirksamkeit von Lehrkräften auch fördern? Wie sehen konkrete Förderansätze aus? Und was ist im Schulalltag umsetzbar? Diesen und weiteren Fragen geht dieses Themenheft auf den Grund. Zunächst erhalten Sie einen umfassenden Überblick über die positiven Auswirkungen einer hohen Lehrkräfteselbstwirksamkeit. Hier ordnen wir Begrifflichkeiten ein und geben Beispiele, wo die Förderung der Selbstwirksamkeit von Lehrkräften ansetzen kann. Anschließend gehen wir auf Forschungserkenntnisse ein: Basis ist hier eine Forschungssynthese, die die Ergebnisse von 115 Studien zur Förderung der Lehrkräfteselbstwirksamkeit durch Maßnahmen zusammenfasst. Enthalten sind sowohl Studien mit Lehramtsstudierenden als auch Studien mit Lehrkräften im Beruf. Im ganzen Themenheft erwarten Sie zahlreiche Beispielstudien, die verschiedene Maßnahmen zur Förderung der Selbstwirksamkeit von Lehrkräften genauer beleuchten. Den Abschluss bildet eine Sammlung von Reflexionsfragen, die Ihnen basierend auf den Ergebnissen der Forschungssynthese Ideen zur Förderung der Selbstwirksamkeit in Ihrem Alltag bieten. Das Themenheft richtet sich an Personen in der Lehrkräftebildung, an Lehrkräfte und Schulleitungen und an alle, denen die Selbstwirksamkeit von Lehrkräften in der Aus- und Weiterbildung am Herzen liegt.

show abstract

How failure experience combined with high teacher self-aspect importance puts self-efficacy at risk among student teachers

2022

View full text Add to dashboard Cite

The present study focuses on how elementary-level student teachers reacted to difficulties during their first internship experience. More specifically, we analysed how their self-efficacy was affected by (a) their perception of failure during the internship, (b) the importance they assigned to their teacher self-aspect, and (c) the interaction between these two constructs. Using a quantitative design (N = 124), we measured their self-efficacy both before and after a 2-week internship. Results showed an overall increase in self-efficacy, but no such increase for participants with high teacher self-aspect who reported high failure experience, which indicated an amplifying moderation effect of teacher self-aspect in the relation between failure experience and change in self-efficacy. We discuss the profile of these "high-importance/high-failure" students and the support that can be given to them.

show abstract

Scale for Teacher Self-Efficacy

Cited by 4 publications

References 0 publications

The Effects of Attending High Individual and Collective Teacher Efficacy Schools on Ninth Grade On-Track

The Effects of Attending High Individual and Collective Teacher Efficacy Schools on Ninth Grade On-Track

Selbstwirksamer vor der Klasse! Impulse für die Aus- und Weiterbildung von Lehrkräften

How failure experience combined with high teacher self-aspect importance puts self-efficacy at risk among student teachers

Contact Info

Product

Resources

About