Teacher self-efficacy as a long-term predictor of instructional quality in the classroom

Künsting, Josef; Neuber, Victoria; Lipowsky, Frank

doi:10.1007/s10212-015-0272-7

Cited by 135 publications

(108 citation statements)

References 62 publications

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“…Moreover, the outcomes learning, task performance, and job performance were unrelated to the performance-approach goal orientation. More recent studies in the teacher domain found that a performance-approach goal orientation was positively associated with work engagement (Han, Yin, & Wang, 2016;Kunsting, Neuber, & Lipowsky, 2016;Parker, Martin, Colmar, & Liem, 2012;Skaalvik & Skaalvik, 2013) but that teachers with higher levels of performance approach goals also perceived more occupational strain (Nitsche et al, 2013) and demonstrate lower-levels of pro-active work behavior (Zhang et al, 2016). Performance avoidance goals were mostly found to be associated with more negative outcomes (Payne et al, 2007).…”

Section: Theoretical Framework Goal Orientation In the Work Domainmentioning

confidence: 99%

“…Replication of our study in other educational sectors (primary education, secondary education, higher education) is needed to validate the number and content of goal orientation profiles. Moreover, future research should point out to what extent goal orientation profiles predict teacher cognitions and behaviors such as self-efficacy (Runhaar et al, 2010;Schiefele & Schaffner, 2015;Throndsen & Turmo, 2013;Butler, 2007;Cho & Shim, 2013;Deemer, 2004;Inbar-Furst & Gumpel, 2015;Kilday, Lenser, & Miller, 2016;Künsting, Neuber, & Lipowsky, 2016;Kucsera, Roberts, Walls, Walker, & Svinicki, 2011;Hoffmann, Huff, Patterson, & Nietfeld, 2009); proactive behavior (Zhang et al, 2016); instructional practices (Nitsche et al, 2013;Retelsdorf et al, 2010), and engagement (Han et al, 2016;Kunsting et al, 2016;Parker et al, 2012;Skaalvik & Skaalvik, 2013).…”

Section: Limitations and Future Researchmentioning

confidence: 99%

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Teachers’ Goal Orientation Profiles and Participation in Professional Development Activities

Kunst

Woerkom

2017

Vocations and Learning

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Participation in professional development activities is important for teachers to continuously improve their knowledge and skills. However, teachers differ in their attitude towards learning activities. This paper examined how different goal orientation profiles are related to participation in professional development activities (acquiring information and asking feedback). To this end, we conducted latent profile analysis based on a sample of 984 teachers in vocational education. Five profiles were identified: diffuse (50.1%), moderate learning (12.3%), high avoidance (10.9%), performance oriented (15.9%) and success oriented (10.7%). Furthermore, means of acquiring information and asking feedback from teachers were compared across the profiles. Teachers with a success-oriented profile (high learning and performance approach goals) scored significantly higher while teachers with a high-avoidance profile scored significantly lower on asking for feedback and acquiring information. Exploration of background characteristics indicated that age, gender and work experience outside education were related to the goal orientation profiles. Our findings show that goal orientation profiles can be used to explain individual differences in teachers' propensity to engage in professional development activities.Keywords Goal orientation . Teachers . Asking feedback . Information acquisition . Latent profile analysis . Professional development Participation in professional development activities is important for teachers to continuously improve their knowledge and skills. However, research shows that teachers differ strongly in how actively they engage in formal and informal learning activities Vocations and Learning (2018) 11:91-111

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Section: Theoretical Framework Goal Orientation In the Work Domainmentioning

confidence: 99%

Section: Limitations and Future Researchmentioning

confidence: 99%

Teachers’ Goal Orientation Profiles and Participation in Professional Development Activities

Kunst

Woerkom

2017

Vocations and Learning

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“…In addition, certain aspects that comprise school climate (e.g., leadership or quality of relationships among teachers) would not be so evident or relevant from student perspectives because of their role within the school (Bandura, 2001;Koth, Bradshaw, & Leaf, 2008). In this context, teacher perspectives become relevant since they perceive and evaluate what happens at school from their own values, interests and motivations, but also play a decisive role in facilitating a supportive classroom climate for students (Künsting, Neuber, & Lipowsky, 2016). Therefore, it is worth asking what are the aspects of school climate that may condition the work and efficacy of teachers.…”

Section: School Climate: Dimensions and Measuresmentioning

confidence: 99%

Development and validation of the School Climate Questionnaire for Secondary and High School Teachers (SCQ-SHST).

et al. 2019

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Título: Desarrollo y validación del Cuestionario de Clima Escolar para Profesores de Secundaria y Bachillerato (CES-PSB). Resumen: El presente estudio se centra en el desarrollo y validación inicial de una medida del clima escolar basada en las percepciones de los profesores. La medida fue desarrollada para integrar aquellos aspectos del clima escolar destacados en la literatura existente, incluyendo la estructura de metas escolar. Se realizaron análisis factoriales exploratorios y confirmatorios con una muestra de 581 profesores de secundaria y bachillerato. El uso de modelos de ecuaciones estructurales proporcionó evidencia sobre la validez concurrente a través de correlaciones con una medida criterio sobre la satisfacción laboral de los profesores. La estructura de metas escolar demostró ser un aspecto relevante para definir el clima escolar relacionándose sustancialmente con otros aspectos del mismo tales como la calidad del liderazgo o el apoyo entre profesores. Estos resultados proporcionaron evidencias empíricas a favor del uso del cuestionario propuesto entre las escuelas, especialmente en aquellas interesadas en articular intervenciones encaminadas a mejorar el entorno de aprendizaje a través de las siete dimensiones del clima escolar abordadas. Palabras clave: Clima escolar; Estructura de metas escolar; Percepciones de los profesores; Satisfacción docente; Evaluación del clima escolar. Abstract:The present study focuses on the development and initial validation of a measure of school climate based on teachers' perceptions. The measure was developed to integrate those aspects of the school climate highlighted in the existing literature and that proved relevant for teachers' efficacy, including the school goal structure. Exploratory and confirmatory factor analyses were conducted on a sample of 581 high school teachers. Results showed that a seven-correlated factor structure better represented the data, in comparison with a second-order model and a bifactor model. Structural equation modeling techniques provided evidence of the concurrent validity through correlations with a criterion measure of teacher job satisfaction. School goal structure proved to be an important aspect of school climate substantially related to other school climate factors such as school management quality and relationships among teachers. These findings provided some empirical support for the use of the questionnaire in schools, especially for those interested in articulating interventions aimed at improving the learning environment through the seven school climate dimensions addressed.

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“…While the studies were conducted on GO focusing on assessing the relationship between GO and the proactive behavior of teachers (Zhang et. al, 2016); level of engagement (Han, Yin, & Wang, 2016); stress (Parker et al, 2012;Skaalvik & Skaalvik, 2013); teacher's SE (Künsting et al, 2016;Huang. 2016).…”

Section: Introductionmentioning

confidence: 99%

The significant correlation between self-efficacy and goal orientation with the role of Islamic education teachers as a society change agent

Jaafar¹,

Muhamad²,

Tamuri

et al. 2019

JRPPTTE

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The role of Islamic education teacher (IET) as society change agent (SCA) requires a strong internal motivation factor. It begins with confidence in self-ability, which is selfefficacy (SE) in implementing the trust given to them. In addition, goal orientation (GO) is also important in ensuring that the effort is successful. The study aims to assess the relationship between SE and GO of IET in Malaysia with the role of SCA in society. This study aims to assess the relationship between SE ITE in Malaysia with the role of SCA in society. This quantitative study has involved 1382 IETs in Malaysia. The sampling technique used was cluster sampling and based on random sample selection. The findings show that the SE level of ITE is at high level. Same goes to the GO, the perception of IET toward their GO is in good level. But the role of IET as SCA is at less satisfactory level. Furthermore, SE and GO have been identified to have significant correlation with IET's role as SCA but was at low and weak level. The implication is, the study finds that the focus should be on restoring IET's mindset about the community's work and developing the ummah, as well as the 21st century teaching and learning (T&L) skills. In fact, IET needs to be given practical exposure to engage in society through NGOs, surau, mosques, da'wah organization and government agencies.

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Teacher self-efficacy as a long-term predictor of instructional quality in the classroom

Cited by 135 publications

References 62 publications

Teachers’ Goal Orientation Profiles and Participation in Professional Development Activities

Teachers’ Goal Orientation Profiles and Participation in Professional Development Activities

Development and validation of the School Climate Questionnaire for Secondary and High School Teachers (SCQ-SHST).

The significant correlation between self-efficacy and goal orientation with the role of Islamic education teachers as a society change agent

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