Teacher efficacy and teacher competency ratings

Trentham, Landa L.; Silvern, Steven B.; Brogdon, Richard E.

doi:10.1002/1520-6807(198507)22:3<343::aid-pits2310220317>3.0.co;2-0

Cited by 86 publications

(51 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Since p-value (0.695) is not less than the alpha level of 0.05, it is concluded that there is not any significant relationship between job satisfaction and teachers' sense of efficacy, therefore the null hypothesis is confirmed. The results are not in line with findings of some studies (Blackburn, 2007;Brouwers et al, 2000;Caprara et al, 2003;Gençtűrk & Memiş, 2010;Rezvanfar et al, 2008;Trentham et al, 1985). The reason for this controversy might be rooted in the social and political condition of the context of the study; moreover, the small number of the participants may have also contributed to such dispute.…”

Section: Discussioncontrasting

confidence: 67%

On the Relationship between EFL Teachers’ Job Satisfaction, Self-Efficacy, and Their Spiritual Sense of Well-Being

Rastegar¹,

S²

2016

OJML

View full text Add to dashboard Cite

show abstract

Section: Discussioncontrasting

confidence: 67%

On the Relationship between EFL Teachers’ Job Satisfaction, Self-Efficacy, and Their Spiritual Sense of Well-Being

Rastegar¹,

S²

2016

OJML

View full text Add to dashboard Cite

show abstract

“…Teachers with a longterm career goal to teach, who plan to teach for at least five years, and who believes that teaching matches their personal needs possess greater professional commitment to teaching and supports several studies (Coladarci, 1992;Evans & Tribble, 1986;Grady, 1990;McCracken & Etuk, 1986;Trentham et al, 1985).…”

Section: Conclusion Recommendations and Implicationsmentioning

confidence: 80%

“…Teacher efficacy can contribute to teaching effectiveness (Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998), student achievement (Armor, Conroy-Osegurea, Cox, King, McDonnell, Pascal, Pauly, & Zellman, 1976), professional commitment (Coladarci, 1992;Evans & Tribble, 1986;Trentham, Silvern, & Brogdon, 1985), and career longevity (Burley et al, 1991). A teachers' commitment to teaching plays an important role in determining how long one remains in the profession (Chapman, 1982;Chapman & Lowther, 1983;McCracken & Etuk, 1986).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Differences in Teacher Efficacy Related to Career Commitment of Novice Agriculture Teachers

Knobloch

Whittington

2003

Journal of Career and Technical Education

View full text Add to dashboard Cite

This exploratory descriptive study investigated the differences between teacher efficacy of novice teachers based on relatively low and high levels of career commitment. The population was 91 novice teachers in their first, second, and third years of teaching in agricultural education in Ohio. The teachers were split into two groups based on their median scores of career commitment. Although the two groups had the same teacher efficacy at the beginning of the school year, teachers with higher career commitment were more efficacious after the first 10 weeks of the school year than the teachers with lower career commitment. Moreover, teachers with lower career commitment experienced a decline in their teacher efficacy while teachers with higher career commitment did not change in their teacher efficacy from week 1 to week 10. There was a small relationship between career commitment and tenth week teacher efficacy.

show abstract

“…Genel olarak öğretmen öz-yeterliği (Azar, 2010;Gömleksiz ve Serhatlıoğlu, 2013;Hoy, 2000;Kushner, 1993;Saracaloğlu, Yenice ve Özden, 2013;Şenol ve Ergün, 2015;Tabancalı ve Çelik, 2013;Trentham, Silvern, ve Brogdon, 1985;Ülper ve Bağcı, 2012;Üstüner, Demirtaş, Cömert ve Özer, 2009) araştırmaları önemli bir konu olagelmiştir.…”

Section: öğRetmen öZ-yeterliğiunclassified

Okul Psikolojik Danışmanlarının Genel Öz-Yeterlik İnancı ve Örgütsel Özdeşleşme Algısı

Özgözgü¹,

Bektaş²,

Arıkan³

et al. 2017

İlköğretim Online

View full text Add to dashboard Cite

ÖZ. Eğitim kurumlarında görev yapan öğretmenlerin öz-yeterlik ve örgütsel özdeşleşme algıları örgütler için önemli araştırma konuları olmuştur. Araştırmanın amacı, okul psikolojik danışmanlarının öz-yeterlik algıları ve örgütsel özdeşleşme düzeylerini belirlemek ve bunlar arasındaki ilişki düzeyini ortaya çıkarmaktır. Araştırma, ilişkisel tarama yöntemi ile yapılmıştır. Araştırmada veri toplama aracı olarak "Genel Öz Yeterlik Ölçeği", "Örgütsel Özdeşleşme Ölçeği" ve kişisel bilgi formu kullanılmıştır. Araştırmaya, İzmir ilinde çalışan 348 (235'i kadın ve 113'ü erkek) okul psikolojik danışmanı gönüllü olarak katılmıştır. Araştırmada, kolay ulaşılabilir örnekleme yöntemi kullanılmıştır. Araştırma sonucunda, okul psikolojik danışmanlarının genel öz-yeterlik inançları ortanın üzerinde ve örgütsel özdeşleşme algıları ise orta düzeyde bulunmuştur. Araştırmada ayrıca genel öz-yeterlik inançları ile örgütsel özdeşleşme algıları arasında anlamlı ilişki görülmüştür. Genel öz-yeterlik inançlarının sürdürme boyutu, örgütsel özdeşleşme algılarının yordanmasına anlamlı katkı yapmıştır. Bu bulgular, literatürdeki önceki araştırma bulguları ile karşılaştırılarak tartışılmış ve araştırma bulgularına göre birtakım öneriler öne sürülmüştür. Anahtar Sözcükler: Psikolojik Danışman, Öz-Yeterlik, Örgütsel Özdeşleşme ABSTRACT. The perceptions of self-efficacy and organizational identification of the teachers who work in educational organizations have been important research subjects for the organizations. The aim of the study is to determine the school psychological counsellors' perception of self-efficacy and their level of organizational identification and to examine the level of relationship between them. Correlative and comparative investigation model is used in this study. In this study, "The General Self-Efficacy Scale" "The Organizational Identification Scale" and personal information forms were used as data acquisition tools. 348 (235 female and 151 male) school psychological counsellors, who were worked in İzmir, voluntarily participated to the study. Convenience sampling method was used in this study. As a result of the study, it was concluded that the school psychological counsellors' general self-efficacy beliefs are seen to be above the average, and their sense of organizational identification is on average. In this study, there was found also a positive and significant relationship between general self-efficacy beliefs and organizational identification perceptions. "Perseverance -insistence" which is the sub-dimension of general self-efficacy beliefs has a significant predictive effect on organizational identification perceptions of the school psychological counsellors. These findings were discussed in comparison with the findings of previous research in the literature and according to the research results some suggestions were asserted. Keywords: Psychological Counselor, Self-Efficacy, Organizational Identification SUMMARY Purpose and Significance: It is possible to say that the teachers who have high sense of self-effic...

show abstract

Teacher efficacy and teacher competency ratings

Cited by 86 publications

References 7 publications

On the Relationship between EFL Teachers’ Job Satisfaction, Self-Efficacy, and Their Spiritual Sense of Well-Being

On the Relationship between EFL Teachers’ Job Satisfaction, Self-Efficacy, and Their Spiritual Sense of Well-Being

Differences in Teacher Efficacy Related to Career Commitment of Novice Agriculture Teachers

Okul Psikolojik Danışmanlarının Genel Öz-Yeterlik İnancı ve Örgütsel Özdeşleşme Algısı

Contact Info

Product

Resources

About