Teacher Engagement Mediates Self-Efficacy and Classroom Management: Focus on Indonesian Primary Schools

Abstract

Introduction. The numbers of students with special needs studying in regular classes is increasing every year. This increase has consequences for teachers, who must manage classrooms to meet the students’ diverse needs and characteristics. The contributing factor to successful inclusive education is teachers’ self-efficacy in practicing it. Successful implementation of inclusive education, on the other hand, classroom management can be viewed as performance influenced by the extent to which teachers are involved in their work, that is, teachers’ “engagement.” Method. This quantitative correlational study aimed to determine whether teachers’ engagement mediates self-efficacy in inclusive practice and classroom management. A total of 242 inclusive primary school teachers in DKI Jakarta-Indonesia, completed three self-report questionnaires. Results. Teachers’ engagement significantly acts as mediator in the correlation between teachers’ self-efficacy and their classroom management. Discussion and Conclusion. Using motivational process in the job-demand model, results show that teachers’ self-efficacy functions as a personal resource in implementing inclusive education. This means that teachers’ self-efficacy conducted by teachers first raises the condition of the teacher involved in the role of work, before finally influencing the extent to which the teacher managed the classroom. Therefore that overall student, including students with special needs, get the optimal educational benefits.

Professional Development: Improving Teachers’ Knowledge and Self-Efficacy Related to Emotional and Behavioral Disorders

“…The investigation of the relationship between teacher efficacy and knowledge about EBDs demonstrated a significant correlation between these constructs. Previous studies supported this relationship and reported that teachers with high levels of knowledge display high levels of efficacy, particularly in their teaching abilities (Goddard et al, 2004;Goker, 2021;Gümüş & Bellibaş, 2021;Guskey & Passaro, 1994;Kartal & Dilek, 2021;Latouche & Gascoigne, 2019;Li & Cheung, 2021;Lu et al, 2020;Oliver & Reschley, 2010;Rahmadani & Kurniawati, 2021;Sharma et al, 2012). Although previous studies addressed the relationship between these two constructs, the relationship between knowledge and efficacy was not investigated, specifically concerning working with students with EBDs.…”

Trends and Factors Affecting Self-Efficacy among Teachers: A Systematic Literature Review

“…Classroom management also contributes to teachers' self-efficacy, as shown in 5 studies (Rahmadani & Kurniawati, 2021;Odanga et al, 2022;Jaafar, 2019;Yahaya et al, 2017;Akman, 2021) as well as 4 studies based on the school's psychosocial environment (Amatan & Han, 2019;Zaki & Izwan 2022;Wilson et al, 2018;Reaves & Cozzens, 2018). Meanwhile, 3 studies look into leadership style (Hamzah & Ishak, 2022;Akman, 2021;Taul et al, 2021) and social support (Ramayah et al, 2022;Bakar & Amat, 2022;Hamzah & Ishak, 2021).…”

Methodological and Contextual Trends of Teacher Work Engagement and its Conceptualization: A Systematic Literature Review (2018-2022)

“…The social components, encompassing relationships and empathy with both students and colleagues, are categorized as social in terms of students and colleagues, respectively (Klassen et al, 2013). Furthermore, certain scholars explore the intricacies of understanding teacher work engagement (Granziera, 2019;Rahmadani & Kurniawati, 2021;Wilcox & Lawson, 2018;Zhao et al, 2019). The researchers delved into the nuanced dimensions and theoretical underpinnings of teacher work engagement, providing valuable insights to further illuminate the concept of teacher work engagement.…”

“…The researchers delved into the nuanced dimensions and theoretical underpinnings of teacher work engagement, providing valuable insights to further illuminate the concept of teacher work engagement. For instance, Rahmadani and Kurniawati (2021) conceptualize teacher work engagement in accordance with Klassen et al's (2013) multidimensional view of teacher engagement. This conceptualization posits that engaged teachers showcase involvement in physical, emotional, and cognitive dimensions in their teaching, which, in turn, stimulates students to enhance their dedication to their work.…”

“…This conceptualization posits that engaged teachers showcase involvement in physical, emotional, and cognitive dimensions in their teaching, which, in turn, stimulates students to enhance their dedication to their work. Therefore, Rahmadani and Kurniawati (2021) define teachers' engagement as a form of selfexpression, involving the presentation of their personal being on physical, cognitive, and emotional levels to optimally fulfil their role as educators.…”