Teachers' Sense of Efficacy: An Important Factor in School Improvement

Dembo, Myron H.; Gibson, Sherri

doi:10.1086/461441

Cited by 359 publications

(212 citation statements)

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“…Teachers' efficacious beliefs are related to the ability for the teacher to devote their time to professional instruction and to be accountable in educating all students including those with learning disabilities (Dembo & Gibson, 1985). Perceived self-efficacy, according to Bandura (1997), includes "beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments" (p. 3).…”

Section: Teacher Self-efficacy Beliefmentioning

confidence: 99%

Self-Efficacy Levels and Gender Differentials among Teacher Trainees in Colleges of Education in Botswana

Moalosi¹,

Forcheh²

2015

JEL

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Teachers with a high sense of efficacy have been found to be more passionate about teaching, ready to accept new ideas and make attempts to use new teaching methods to help students learn. Such teachers have positive teaching behaviors such as patience, commitment, enthusiasm, which in turn lead to positive student outcomes. However, research on teacher efficacy and classroom management is lacking in Botswana. The main aim of this study is to determine the extent of self-efficacy beliefs among final year students in all the teacher training colleges in Botswana, and to determine as to whether there are differences associated with gender, age and college.A total of 598 pre-service teacher trainees completed the quantitative survey. Self-efficacy was measured using the Long Form version of the Teachers' Sense of Efficacy Scale which comprises of 24 items divided 3-subscales of 8 items each. The self-efficacy score for each student on each subscale was measured using the average score on the 8-items that make up the scale. Analysis of variance was used to investigate if self-efficacy depended on gender, age and college. The findings revealed that the level of self-efficacy was moderated among the trainees, averaging around 3.8 on a scale of 1 to 5. Self-efficacy increased with age for each subscale. Females outperformed males with respect to student engagement, but there were no significant gender differences with respect to instructional strategies and classroom management. There were significant differences between the five colleges with respect to each sub-scale, with one particular college having the lowest mean on all subscales, and another having the highest mean on all subscales. Interestingly the colleges that train primary had higher mean scores than those that train and secondary school teachers. However, further investigations revealed some partial confounding between age and school. The findings suggest that more efforts should be put into empowering pre-service teachers to develop self-confidence in class room management, instructional strategies and student engagement.

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Section: Teacher Self-efficacy Beliefmentioning

confidence: 99%

Self-Efficacy Levels and Gender Differentials among Teacher Trainees in Colleges of Education in Botswana

Moalosi¹,

Forcheh²

2015

JEL

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“…Operacionalmente, el constructo creencias de eficacia se constituye a partir de dos dimensiones: la autoeficacia y las expectativas de resultado (Ashton, 1985;Dembo & Gibson, 1985, 1985Enochs et al, 2000). Las expectativas de resultado son los juicios sobre los posibles resultados causados por un comportamiento o una acción determinada, independiente de quien la realice (Bandura, 1977;1986;1997).…”

Section: Objetivos Específicosunclassified

Validación de la escala de creencias de eficacia en la enseñanza de la matemática (ECEEM) y caracterización de las creencias de estudiantes de pedagogía básica

Verdugo

Asún

Martínez

2018

Cal Edu

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Tomando en cuenta la relevancia de que los estudiantes de Pedagogía tengan creencias positivas acerca de su futura eficacia como docentes y la ausencia de instrumentos validados en la población chilena que midan dicho constructo, en esta investigación se realizó la validación convergente y factorial de la Escala de Creencias de Eficacia en la Enseñanza de la Matemática (ECEEM), adaptación al español de la escala Mathematics Teaching Efficacy Belief Instrument (MTEBI), validada en Estados Unidos en el año 2000. La muestra estuvo conformada por 945 estudiantes de Pedagogía en Educación Básica de 14 universidades en cinco regiones, correspondientes a las zonas norte, centro y sur de Chile. Los resultados indicaron que ECEEM presentó buen nivel de discriminación, un ajuste adecuado a la estructura teórica propuesta, alta fiabilidad y una correlación significativa con las variables esperadas, por lo que constituye un instrumento adecuado para medir las creencias de eficacia en la enseñanza de la matemática de futuros docentes de Pedagogía Básica. En términos descriptivos, los futuros docentes mostraron creencias de eficacia positivas, pero no totalmente satisfactorias, pues existe un grupo importante que duda de las posibilidades de producir aprendizajes significativos en sus estudiantes.

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“…However, a teacher will not reject for implementing if the change is not complicated. Dembo & Gibson (1985) in their findings concluded that the commitment of teachers to implementing innovation in the classroom is much influenced by their perceptions of innovation itself. These perceptions influence their attitudes and behaviors in the process of teaching and learning.…”

Section: Implementation Of the Curriculum 2013 Inmentioning

confidence: 99%

Teacher Understanding on the Implementation of Curriculum 2013 in Using Learning Models in Vocational High School, Banda Aceh, Indonesia

Razali

2018

int.jour.sci.res.mana

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This paper is triggered by the issue of curriculum 2013. As a curriculum change, creativity and independence of the teacher are the major issue in implementing curriculum 2013. Teachers should have high competence in carrying out professional duty. Thereby, curriculum 2013 is directed to improve the capacity of teacher in achieving the objective of teaching. However, to ensure curriculum 2013 can be implemented effectively, it is important to determine teacher understanding in using learning model. Therefore, the objective of this paper is to analyze the teachers' understanding on implementation of curriculum 2013 in using learning models. It is expected that curriculum 2013 will support objective of Vocational High School in Banda Aceh, Indonesia in yielding qualified graduates in order to anticipate competition in today's working environment.

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Teachers' Sense of Efficacy: An Important Factor in School Improvement

Cited by 359 publications

References 18 publications

Self-Efficacy Levels and Gender Differentials among Teacher Trainees in Colleges of Education in Botswana

Self-Efficacy Levels and Gender Differentials among Teacher Trainees in Colleges of Education in Botswana

Validación de la escala de creencias de eficacia en la enseñanza de la matemática (ECEEM) y caracterización de las creencias de estudiantes de pedagogía básica

Teacher Understanding on the Implementation of Curriculum 2013 in Using Learning Models in Vocational High School, Banda Aceh, Indonesia

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