Teachers’ Self-Efficacy as Determinant of Students’ Attitudes toward School: A study at the School Level

Al-Alwan, Ahmed F.; Mahasneh, Ahmad M.; Al-Alwan, Falah

doi:10.5539/res.v6n1p171

Cited by 13 publications

(9 citation statements)

References 29 publications

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“…This corroborated our initial hypothesis that attitudes towards education would provide an independent contribution to individuals' career decision self-efficacy, which resonates with previous findings that indicate how recognizing the value and relevance of present opportunities for one's future is associated with different aspects of career decision--making, including career decision self-efficacy (Walker & Tracey, 2012). Furthermore, our results also confirm previous studies that demonstrated how individuals' attitudes towards school and their perception of relevance of education impact educational attainment and motivation, as well as the formulation of expectations towards the future (Al-Alwan & Mahasneh, 2014;McNeely et al, 2002;Raboteg et al, 2009;Smith & Sandhu, 2004;Whitlock, 2006), as they also indicate associations between attitudes towards education and academic achievement as well as mastery and performance achievement goals.…”

Section: Discussionsupporting

confidence: 90%

The Importance of Achievement Goals and Attitudes Towards Education for Explaining Adolescents' Career Decision Self-Efficacy

Bubić

Krile

Kuzman

2015

Drustvena istrazivanja

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Previous research has acknowledged the relevance of individuals' perception of own abilities related to the vocational domain, namely career decision self-efficacy beliefs, for their professional success. In the present study, such beliefs were examined among a group of high school seniors who are facing the process of choosing what professional path to pursue after high school. In addition, students' achievement goals and attitudes towards education were also explored. Results indicate mastery approach, performance avoidance and work avoidance goals, as well as participation in extracurricular activities and attitudes towards education, as significant predictors of career decision self-efficacy. Findings indicate the relevance of academic experiences for the development of career decision self-efficacy and provide novel evidence regarding the complex relationship between individuals' educational and vocational considerations, and may be informative for designing future vocational guidance interventions targeted at adolescents transitioning into colleges or the job market, or individuals undergoing similar occupational transitions.Keywords: achievement goals, attitudes towards education, career decision self-efficacy, career development Andreja Bubić, Chair for Psychology, Faculty of Humanities and Social Sciences, University of Split, Sinjska 2, 21 000 Split, Croatia. E-mail: abubic@ffst.hr 387 INTRODUCTIONIndividuals' abilities to successfully direct and manage their professional paths represent very important competencies that are becoming more and more valuable in the modern world. We all frequently encounter advice regarding the best ways of behaving at job interviews and witness an increase in the number of vocational guidance centers as well as Internet--based distance career counseling programs available for adolescents, students and individuals of all ages (Gysbers, Heppner, & Johnson, 1998;Sampson, 1999). The nature of professional paths and careers has also changed, as individuals today have more opportunities for lifelong learning and professional transitions (Baruch, 2004;Savickas et al., 2009). In accordance with the increasing importance of developing vocational competencies from an early age, career development represents a process that unfolds throughout one's lifetime and is marked by numerous changes. For instance, whereas children often consider fantasy jobs or professions present in their daily environment such as their parents' occupations, adolescents are more aware of their own preferences and have more focused and realistic career considerations (Auger, Blackhurst, & Wahl, 2005;Hartung, Porfeli, & Vondracek, 2005;Helwig, 1998;Trice, Hughes, Odom, Woods, & McClellan, 1995). In addition, adolescents are more active in choosing activities that shape their professional future, which also partly reflects the increased external demands and expectations of their parents, teachers and other relevant persons.Generally, students finishing high school face a very demanding transition either to coll...

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Section: Discussionsupporting

confidence: 90%

The Importance of Achievement Goals and Attitudes Towards Education for Explaining Adolescents' Career Decision Self-Efficacy

Bubić

Krile

Kuzman

2015

Drustvena istrazivanja

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“…Existing research on teacher self-efficacy demonstrates that there is a connection between the self-efficacy beliefs of a teacher and the teacher's motivation and behavior within the classroom (Akkuzu, 2014;Skaalvik & Skaalvik, 2010;Tschannen-Moran & Hoy, 2007;Tschannen-Moran & Johnson, 2011;Tschannen-Moran & McMaster, 2009). There is also evidence that teacher self-efficacy can impact student behaviors and achievement outcomes (Al-Alwan & Mahasneh, 2014;Mojavezi & Tamiz, 2012;Pan, 2014;Tai, Hu, Wang, & Chen, 2012) and teachers with higher self-efficacy are more likely to devote time to instructional activities rather than classroom discipline (Phan & Locke, 2015). According to Zee and Koomen (2016) teachers who feel self-efficacious are more likely to have students who exhibit more on-task behavior, show increased engagement, and display more positive attitudes and motivations toward learning and going to school.…”

Section: Importance Of Teacher Self-efficacymentioning

confidence: 99%

“…However, in their role within the teacher evaluation process, the administrators also can have an effect on the learning environment through their ability to impact teachers' sense of efficacy. In order for this to happen administrators must first understand and accept the critical role that teacher self-efficacy plays in both teacher effectiveness and student achievement (Akkuzu, 2014;Al-Alwan & Mahasneh, 2014;Mojavezi & Tamiz, 2012;Skaalvik & Skaalvik, 2007). They must also develop a deep understanding of the sources of efficacy information that serve to build one's level of self-efficacy, namely mastery experiences, verbal persuasion, vicarious experiences, and emotional arousal.…”

Section: Implications For Practicementioning

confidence: 99%

The Evaluation Process, Administrator Feedback, and Teacher Self-Efficacy

Mireles‐Rios¹,

Becchio²

2018

Journal of School Leadership

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The teacher evaluation process provides opportunity for instructional feedback and teacher improvement, but also may influence the beliefs teachers have about the quality of their own work and their confidence levels as a teacher. Self-efficacy plays a vital role in determining teacher effectiveness and the students‘ academic experience, but little is known about the impact the teacher evaluation process has on teacher self-efficacy. Interview data from 28 high school teachers indicated that the pre-observation meeting has potential to significantly benefit teachers. In addition, feedback from administrators that included both strengths and weaknesses during the post-observation phase seemed to have the most influence on teachers’ self-confidence. Implications of this study's findings were provided and may be useful for administrators to conduct teacher evaluations in a manner that serves to enhance teacher self-efficacy.

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“…Teacher self-efficacy belief is a significant variable in increasing the quality of education, in classroom management, in increasing student achievement, in the use of method and strategy and in increasing student motivation and success (Woolfolk et al, 1990;Al-Alwan and Mahasneh, 2014;Tschannen-Moran and Hoy, 2007).…”

Section: Introductionmentioning

confidence: 99%

Self-efficacy beliefs of students of primary school teaching department regarding mathematics and teaching mathematics

Ellez¹

2020

Afr Educ Res J

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Prospective teachers’ attitudes and beliefs regarding self-efficacy beliefs become the basis of their attitudes in their professional lives, as they affect their students’ attitudes and self-efficacy. The aim of this study is to determine the primary teacher training students’ attitudes towards mathematics and self-efficacy beliefs regarding teaching math and the relationship among them. The “Relational Scanning Model” is used in the study. Data is collected from 290 students who were studying in the Primary Education Department of 9 Eylül University, Buca Faculty of Education. Mathematics Attitude Scale and Self-efficacy Belief Scale towards Teaching Mathematics are used to gather data. SPSS 22 was used for data analyses. T-test used for identifying significance of differences, and the Pearson correlation coefficient by means of different aspects. Results showed no differences by gender in attitudes towards math and self-efficacy beliefs regarding teaching math of the students who completed the survey. However, although Primary Education prospective teachers scores were higher in their attitude points and self–efficacy towards math teaching, a significant difference between pre-school and primary school prospective teachers. Besides, results revealed a relationship between attitude and self-efficacy beliefs regarding math. To further research, it is recommended that the same surveys should be done with different groups and the larger sample sizes

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Teachers’ Self-Efficacy as Determinant of Students’ Attitudes toward School: A study at the School Level

Cited by 13 publications

References 29 publications

The Importance of Achievement Goals and Attitudes Towards Education for Explaining Adolescents' Career Decision Self-Efficacy

The Importance of Achievement Goals and Attitudes Towards Education for Explaining Adolescents' Career Decision Self-Efficacy

The Evaluation Process, Administrator Feedback, and Teacher Self-Efficacy

Self-efficacy beliefs of students of primary school teaching department regarding mathematics and teaching mathematics

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