Teacher self-efficacy and students’ ratings

Abstract

Purpose Extensive theoretical and empirical work has yielded abundant knowledge regarding teacher self-efficacy (TSE). Recent research has found significant correlations between TSE and students’ ratings, as an indicator for teaching effectiveness. The purpose of this paper is to test the relationship between TSE and students’ ratings of their school teacher (SRST) in the context of school level and teacher role. Design/methodology/approach Data were collected from 111 teachers and their 2,490 students attending junior- and senior-high schools. Teachers reported on their personal efficacy beliefs at the beginning of the school year, whereas students rated their teachers at the end of the year. Findings Teacher role and school level moderated the relationship between STE and SRST: the relationship between TSE and SRST is higher among homeroom classes than subject matter classes, and among junior high classes as compared to senior high classes. Research limitations/implications The research is based on small number of classes, which precluded more sophisticated analyses. Future research should consider additional personal and/or contextual variables to better understand the association between teacher and students perceptions. Originality/value This study is a first exploration of the ways teachers perceive their ability to enhance student performance vis-à-vis their students’ views of their teaching functioning.

Development and Validation of Pedagogical Beliefs About Teaching Practices Questionnaire: A Cross-Continental Study

“…The progressive decline in scores according to age and years of teaching experience indicated in the results has also been previously documented in other studies, such as Collie et al (2015), Lev et al (2018), andBereczki andKarpati (2018). According to these authors, factors such as stress or job satisfaction may have a significant influence on teachers' psychological level over time.…”

Factors affecting classroom teachers' job performance: A qualitative-dominant analysis with Q-sorting

“…In addition to the competencies of the teaching profession, having good communication skills, positive personal characteristics, and a positive attitude towards the profession are critical to educating students well. Consistently, previous research demonstrated that teachers' being equipped in terms of knowledge, skills, and attitude affects their performance positively (Caena, 2014;Lev et al, 2018;Palmer, 2011;Rizvi, 2013;Skourdoumbis & Gale, 2013).…”

“…Drawing on prior research, this research set out to explore the factors influencing job performance of Turkish classroom teachers working at public schools by taking an account of job performance as a variable construct. associated with motivation (Anastasiou & Papakonstantinou, 2014;Ertürk & Aydın, 2017), job satisfaction (Arifin, 2015), communication (Boset et al, 2017;Visveswaran& Ones, 2000), organizational climate (Şenel & Buluç, 2016), managerial processes (Polatcan & Cansoy, 2019;Van Den Ouweland, Vanhoof, & Van Den Bossche, 2019), professional and general qualifications (Caena, 2014;Lev, Tatar, & Koslowsky, 2018;Rizvi, 2013;Skourdoumbis & Gale, 2013), and student characteristics (Dicke, Elling, Schmeck, &Leutner, 2015;Rytivaara, 2012;Sebastian, Herman, & Reinke, 2019).…”

Validity and reliability of the Italian version of the Teachers' Sense of Efficacy Scale

“…In fact, teachers' sense of efficacy is significantly related to a positive classroom environment, students' motivation, achievement (Tracz and Gibson, 1986; Ross, 1992; Skaalvik and Skaalvik, 2007; Holzberger et al , 2013) and students' self-efficacy and attitudes (Anderson et al , 1988). Recent studies also suggest a significant correlation between teachers' sense of efficacy and students' ratings of their teachers (Lev et al , 2018). According to Skaalvik and Skaalvik (2014), a high level of teacher self-efficacy also depends on the teacher's attitude to create a safe environment and cope with changes and challenges, as well as to establish high-quality cooperation with colleagues and parents.…”