Teacher Evaluation Feedback and Their Self-Efficacy in Classroom Management Skills

Abstract

The study of self-efficacy and its role in teacher performance has intrigued the interest of many researchers over the last two decades. This study aimed to examine the perceptions of teachers regarding the role of principal instructional feedback during the process of teacher performance evaluation in increasing self-efficacy and how it affects classroom management skills. Because self-efficacy is vital in determining teacher effectiveness and student achievement, little is known about the role of the teacher evaluation process in the self-efficacy and classroom management skills development of teachers. Quantitative correlational design methods were used to conduct this research, and the sample was chosen using the simple random sampling of 379 teachers in primary and lower secondary schools in the Republic of Kosovo. Data were gathered using the Teacher Sense of Efficacy Scale (TSES) long form, adapted and modified to meet the research objectives. A moderately positive relationship between evaluation frequency and feedback frequency, feedback frequency, and teacher self-efficacy in classroom management skills was revealed in this study. Additionally, a strong positive correlation between feedback on classroom management and teacher self-efficacy in classroom management skills was also observed. The more frequently teachers go through the performance evaluation process and the more feedback they receive, the more their self-efficacy grows and they develop classroom management skills.

Teacher`s Self Efficacy (TSE) and Teaching Competency (TC) of Malaysian Secondary School Teachers in Drug Education

“…Classroom management is essential in determining teachers' efficacy in integrating learning materials with drug topics (Mireles-Rios et al, 2019). The competency of classroom teachers in using technology helps them find learning resources related to drug abuse (Krasniqi & Ismajli, 2022;Lauermann & ten Hagen, 2021). According to Alkhayat et al (2020), Kuwaiti preservice early childhood educators exhibited a high level of interest in utilizing Web 2.0 technologies within the kindergarten context.…”

“…A crucial point in self-efficacy is that teachers can keep their classes from disruptive behavior. According to Krasniqi and Ismajli (2022), engaging in effective communication with teachers and offering constructive feedback can support teachers, enabling them to enhance their self-efficacy. This, in turn, facilitates their ability to make informed decisions that align with the unique requirements of their classrooms.…”

Evaluasi Manajemen Pendidik dan Tenaga Kependidikan pada Era Digital di SMPN 34 Surabaya

“…digunakan dalam pengelolaan sekolah. Sejumlah penelitian meneliti berbagai aspek pengelolaan staf pendidikan, termasuk penjadwalan, pembagian tugas, pemasaran, pelatihan, penempatan, seleksi, kompensasi, dan pemberhentian staf (Flamand, 2024;Gao, 2020;Krasniqi, 2022;Owan, 2021).…”

The Influence of Teacher Efficacy on Education Quality: A Meta-Analysis

“…Some experts also state that teachers' Self-efficacy is a teachers belief in his own abilities to take responsibilities for the sake of student performance (Hassan, 2019;Özcan, 2022;Rahemi, 2007). Moreover, teachers' ability to convey information, manage learning activities, and increase interest to shape students' attitudes are several things related to teacher self-efficacy (Krasniqi & Ismajli, 2022;Yoo, 2016).…”

“…The aspects are (a) the level of magnitude related to the degree or level of task difficulty when individuals have a belief to be able to do something well. If individuals have to handle tasks classified or organized by difficulty selfefficacy may be limited to very easy or very difficult tasks depending on the extent to which one can meet the performance requirements at each level; (b) strength related to the judgment about individual skills which will determine the resilience and tenacity of individuals in their attempts; (c) generality relates to the broad spectrum of behavior in which individuals are confident in their abilities without being confined to a particular activity or situation (Brown et al, 2021;Cocca et al, 2018;Hartawati & Mariyanti, 2014;Krasniqi & Ismajli, 2022;Saputro et al, 2020;Silalahi & Susilo, 2018). The indicators of self-efficacy are (a) individuals have confidence in their abilities in overcoming task difficulties; (b) the students' belief in facing difficulties and finding references or library sources; (c) individuals are diligent in completing tasks; (d) individuals can face obstacles in achieving goals, and (e) individuals can use life experience as a step to achieve success (Ateş et al, 2019;Febriana et al, 2022;Hassan, 2019;Noviani & Kuswandono, 2022;Nurcahyani et al, 2022).…”