Teachers' Efficacy and Teaching Behaviors

Saklofske, Donald H.; Michayluk, J. O.; Randhawa, Bikkar S.

doi:10.2466/pr0.1988.63.2.407

Cited by 99 publications

(50 citation statements)

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“…The purpose of this study is to determine how prospective teachers' perceptions of autonomy support and attitudes towards the teaching profession contribute to teaching self-efficacy, as well as to identify the factors that affect teaching self-efficacy at the end of undergraduate education. When compared to those with low self-efficacy, prospective teachers with high teaching self-efficacy are known to perform better at lecturing, providing active student participation, and managing their classes (Saklofske, Michayluk, & Randhawa, 1988). Therefore, identifying the factors that affect prospective teachers' self-efficacy can contribute to the literature in the field.…”

mentioning

confidence: 99%

Prospective Teachers’ Professional Self-Efficacy Beliefs in Terms of Their Perceived Autonomy Support and Attitudes towards the Teaching Profession: A Mixed Methods Study*

2017

EDUC SCI-THEOR PRACT

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The purpose of this study is to identify the probable factors that can contribute to prospective teachers' levels of professional self-efficacy beliefs. For this purpose, quantitative methods are used to measure their perceived autonomy support during undergraduate education, their attitudes towards the teaching profession, and their levels of professional self-efficacy beliefs, while qualitative methods were used to determine the factors affecting their professional self-efficacy beliefs. This study is carried out as a survey model, collecting data using mixed methods. The study group consists of 173 prospective teachers who graduated from a state university' s faculty of education at the end of the 2014-2015 academic year. The study' s quantitative data have been collected using the Learning Climate Scale, the Attitudes towards the Teaching Profession Questionnaire, and the Teacher Self-Efficacy Scale. The qualitative data are collected using an open-ended questionnaire. Correlation and regression analyses are used for analyzing the quantitative data, and inductive qualitative data analysis is used for analyzing the qualitative data. The quantitative data analysis shows professional self-efficacy to have a significant relationship with teachers' attitudes towards the teaching profession and their perceived autonomy support (p < .05); also, attitudes towards the teaching profession and perceived autonomy support (r 2 = 0.0209) are significant predictors of professional self-efficacy (p < .05). As a result of the qualitative data analysis, prospective teachers' selfefficacy beliefs have been determined to be affected by undergraduate education, internship experience, fondness of the profession, lecturers' attitudes, self-confidence, and societal status of the profession. The quantitative and qualitative findings are seen to be consistent and mutually supportive.

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confidence: 99%

Prospective Teachers’ Professional Self-Efficacy Beliefs in Terms of Their Perceived Autonomy Support and Attitudes towards the Teaching Profession: A Mixed Methods Study*

2017

EDUC SCI-THEOR PRACT

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“…(p. 93). Pintrich and Schunk's statement lends credence to research identifying teachers who will succeed if they feel confident in their actions, but potentially fail under low levels of self-efficacy (Saklofske, Michaluk, & Randhawa, 1988). With the likelihood for teacher attrition in the beginning years of their careers, efficacious apprentice teachers are more likely to persevere in their chosen vocation (Knobloch & Whittington, 2002).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

A Cross-Case Comparison of the Academic Integration Human Capital Pre-service Agricultural Educators Retain Prior to Their Teaching Internship

Haynes¹,

Gill²,

Chumbley³

et al. 2014

JAE

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“…Once engaged in the education of students, efficacy beliefs have effect on behavior as well. Teacher candidates with high individual teaching efficacy are evaluated in a more positive way by the internship teacher on issues of lecturing, classroom management, and behavioral inquiry (Saklofske, Michaluk, & Randhawa, 1988).…”

Section: Introductionmentioning

confidence: 99%

The Efficacy Beliefs of Turkish Social Studies Teacher Candidates Regarding the Teaching-Learning Process

Altıkulaç¹,

Uslu²

2015

UCER-A

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The aim of this study was to examine the efficacy beliefs of social studies teacher candidates (SSTCs) related to the teaching-learning process. This study focused on the areas of sub-competences of social studies education; and examined whether these competence levels were changed in terms of variables of gender and type of education and what were the expectations of them. The study group was 360 SSTCs continuing education in their final year selected from five universities. To analyze the gathered data, descriptive statistics, correlations, and t-tests were performed. Besides, content analysis was made to analyze the qualitative data. The findings indicated that there was a highly significant positive relation among the areas of sub-competences. Female SSTCs and SSTCs in evening education had significantly higher efficacy beliefs regarding the teaching-learning process. It was also found that SSTCs wanted some modifications towards the teacher training program they received.

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Teachers' Efficacy and Teaching Behaviors

Cited by 99 publications

References 4 publications

Prospective Teachers’ Professional Self-Efficacy Beliefs in Terms of Their Perceived Autonomy Support and Attitudes towards the Teaching Profession: A Mixed Methods Study*

Prospective Teachers’ Professional Self-Efficacy Beliefs in Terms of Their Perceived Autonomy Support and Attitudes towards the Teaching Profession: A Mixed Methods Study*

A Cross-Case Comparison of the Academic Integration Human Capital Pre-service Agricultural Educators Retain Prior to Their Teaching Internship

The Efficacy Beliefs of Turkish Social Studies Teacher Candidates Regarding the Teaching-Learning Process

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