Self-concept and Teachers’ Professional Roles

Zlatković, Blagica; Stojiljković, Snežana; Djigić, Gordana; Todorović, Jelisaveta

doi:10.1016/j.sbspro.2012.11.423

Cited by 16 publications

(12 citation statements)

References 4 publications

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“…Self-concept is what a person believes about himself, or a map that each person consults in order to understand himself, especially during moments of crisis or situations in which he makes a choice. The self-concept is a fundamental internal standard or criterion of personality that, as a referent function, regulates and directs the behaviour and activities of the individual (Musek as cited Zlatkovic et al, 2012). According to Slameto (2010), self-concept is a mental picture of oneself which consists of knowledge about oneself, self-expectations and self-assessment.…”

Section: Introductionmentioning

confidence: 99%

“…Simply stated, self-concept could influence students" interests and motivation for learning. Unfortunately, self-concept is rarely seen as a remarkable factor of teacher"s professional activities (Zlatkovic et al, 2012), although it is highly associated with both internal and external factors of effective teaching. The emergence of individual's interest in an object is characterized by the emergence of a desire to be directly involved and feel interested or happy about an object (Hidayat, 2008;Hurlock, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Self-Concept, Interest in Becoming a Teacher, Prerequisite Courses: What do the Most Determinant Factors in Microteaching Competencies of Prospective Teachers?

Djudin

2019

J. Edu. Teach. Learn.

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Self-concept, interest, learning motivation, and prerequisite knowledge potentially contributes to academic achievement. The aim of this study was to determine the relationship between self-concept, interest in becoming a teacher, academic achievement of prerequisite courses and prospective teachers’ competencies of microteaching. This correlational study involved 105 sixth semester students of science department in Education and Teacher Training Faculty (FKIP) of Pontianak, Tanjungpura University. The data collected by using the self- concept questionnaire and the questionnaire of interest in becoming a teacher. The achievement of prerequisite courses and the students’ competencies of microteaching taken from the academic subdivision of the faculty. The analysis found that self-concept, interest in becoming a teacher, and academic achievement in prerequisite courses associate significantly with prospective teachers’ competencies of microteaching (respectively rs = .35, rs = .38, and rs = .60, p < .05). In addition, coefficient of multiple correlation is also significant (R = .61, p < .05). It means that the relative contribution of predictor variables of this study on prospective teachers’ competencies of microteaching is 37.60% and the remaining 62.40% is determined by other uninvestigated variables. The study indicated that the prerequisite courses relate significantly with students’ ability to execute microteaching. Thus, an institution of teacher training should continually upgrade the quality of learning and instruction by providing the essential prerequisite content of courses the prospective teachers required.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Self-Concept, Interest in Becoming a Teacher, Prerequisite Courses: What do the Most Determinant Factors in Microteaching Competencies of Prospective Teachers?

Djudin

2019

J. Edu. Teach. Learn.

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“…No research has yet been done on how teachers' self-images of competence and caring influence their reactions to successes and failures on school tasks. Given the influences of self-image of competence and caring demonstrated in the present study and competence and caring being core elements of teachers' self-concepts (Zlatkovic, Stojiljkovic, Djigic, & Todorovic, 2012), it is worth examining how teachers' self-images influence their reactions to successes and failures on school tasks, such as their reactions to negative evaluations of their teaching performance by students.…”

Section: Influences Of Individuals' Self-images Of Competence and Caringmentioning

confidence: 99%

Effects of Spurned Help and Self-Image on Self-Defensive Behavior of Primary School Teachers

Wong¹,

Cheuk

2016

PSYCH

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How do helpers react if their offers of help have been rejected by needy others, the help has been accepted but not used, or the needy others seek help elsewhere? A model was advanced to capture how spurned helpers react (Rosen, Mickler, & Spiers, 1986). One avenue taken to assess the validity of the model is to assess if caregiving professionals react to spurning of their help in ways consistent with the propositions of the model. Accordingly, we have been examining spurning of help by peers among schoolteachers, having explored such experiences in kindergarten and secondary school teachers. The present study extended our work to primary school teachers to test the propositions of the model through examining (a) how teachers' self-images of competence and caring influenced their reactions and (b) whether spurned teachers reacted self-defensively. 732 primary school teachers in the city of Shenzhen (China) responded to three waves of questionnaires measuring the variables under study. The results showed that the teachers experienced a moderate level of spurning, and coped by derogating the personal attributes of rejecting peers, with those having more positive self-images coping more intensely, thus supporting the validity of the propositions of the model.

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“…Stojiljković, et al (2014) found a significant positive relationship between teachers' self-concept and their empathic sensitivity. On teachers' effectiveness, researchers have found a positive significant relationship between teacher self-concept and teacher effectiveness in their professional roles (Diem 1998;Sawney & Mangat, 2015;Zlatkovic, Stojiljković, Djigic, & Todorović, 2012). Studies on teacher self-concept in the context of inclusive education is still lacking.…”

Section: Teacher Self-concept and Teaching Children With Special Needsmentioning

confidence: 99%

Teacher Self-Concept and its Association with Willingness to Include Children with Special Needs in Regular Classes: Teacher Empathy as a Mediator

Nwosu

Wahl

Cassim

et al. 2021

JESR

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More appealing is the inclusive education practice that recognizes diversity among children than practices that lead to inequality in education. However, there have been implementation challenges including the rejection of children with special needs (CWSNs) in regular classes by teachers. Given this, the study attempted to build an empirical model to explain associations between teacher self-belief system and socio-emotional factors and their willingness to include CWSNs in their classes. The sample size consisted of 316 teachers. Using path analysis, findings showed, among others, that the conceptual model fit the data satisfactorily, and that teacher self-concept had direct effects on teachers’ willingness to include CWSNs in their regular classes. Teacher cognitive self-concept was a better predictor and its impact was significantly mediated by teacher empathy. It was concluded that willingness for inclusion could be influenced by teacher belief system and socio-emotional characteristics. Received: 27 October 2020 / Accepted: 17 December 2020 / Published: 5 March 2021

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Self-concept and Teachers’ Professional Roles

Cited by 16 publications

References 4 publications

Self-Concept, Interest in Becoming a Teacher, Prerequisite Courses: What do the Most Determinant Factors in Microteaching Competencies of Prospective Teachers?

Self-Concept, Interest in Becoming a Teacher, Prerequisite Courses: What do the Most Determinant Factors in Microteaching Competencies of Prospective Teachers?

Effects of Spurned Help and Self-Image on Self-Defensive Behavior of Primary School Teachers

Teacher Self-Concept and its Association with Willingness to Include Children with Special Needs in Regular Classes: Teacher Empathy as a Mediator

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