The Impacts of Teacher’s Efficacy and Motivation on Student’s Academic Achievement in Science Education among Secondary and High School Students

Bal-Taştan, Seçil; Davoudi, Seyed Mehdi Mousavi; Masalimova, Alfiya R.; Bersanov, Alexandr S.; Kurbanov, Rashad A.; Boiarchuk, Anna V.; Pavlushin, Andrey A.

doi:10.29333/ejmste/89579

Cited by 156 publications

(141 citation statements)

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“…The difference in this finding could be that teacher self-efficacy could be subject related. The finding of the present study is in line with that of Bal-Taştan, Davoudi, Masalimova, Bersanov, Kurbanov , Boiarchuk , and Pavlushin (2018) which showed significant impact of teacher self-efficacy and motivation on academic performance in science education. The present study also confirms there is a relation between teacher self-efficacy but the extent of teacher self-efficacy does not significantly relate to students' performance in Social Studies.…”

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confidence: 91%

Legal Protection for Doctors in Use of Health Information Technology

2020

JEP

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This study examined the relationship between teachers' effectiveness and students' academic Performance in Social Studies in Taraba State Nigeria. Specifically, teacher qualification, level of subject-matter knowledge and self-efficacy were the three teacher effectiveness variables correlated with students' academic performance in Taraba State. Four research questions were framed while four corresponding hypotheses were formulated and tested for the study. From a population of 258 Social Studies teachers and 16,158 Junior Secondary School 2 students in public secondary schools, a sample of 89JSS 2Social Studies teachers and 1,780 JSS students was selected using Multi-stage sampling technique. The descriptive survey research design of correlational type was used for this study. Three instruments were utilized for the study two questionnaires and a Checklist. The questionnaires were 25-item Teacher Effectiveness Questionnaire (TEQ) and a 24-item Teacher Self-Efficacy Questionnaire (TSQ). The Check list was tagged Student Performance Checklist (SPC) was used to collect data on students' academic Performance taught by the sampled teachers. The reliabilities of the TEQ and TSQ were obtained using Crombach's Alpha which yielded coefficient alpha values of 0.73 and 0.85 for TEQ and TSQ respectively. Pearson's product Moment Correlation and Linear Regression were used for data analysis. The study found that a significant relationship exist between Social Studies teacher qualification and academic performance of students in secondary schools in Taraba State (r = .474, N= 89, P < .000). There was also a significant but weak relationship between Social Studies teacher pedagogical knowledge of subject matter and academic Performance of students in secondary schools in Taraba State (r = .181, N= 89, P < .002); in addition, Social Studies teacher self-efficacy does not relate significantly to students' academic Performance in Social studies in secondary schools Taraba State (r = .032, N= 89, P = .601). The result also shows that there is a negative relationship between academic performances of students taught by male and female teachers (r = -.003, N= 1780, P = .001). Thus, a correlation index (r = .546) obtained indicates that there is strong positive relationship between effectiveness of teachers and academic performance of students in Social Studies (r = 0.546, p < .05). Therefore, teacher effectiveness accounted for 29.8% (R 2 = 0.298, p < .05) of the total variance in students' academic performance in Social Studies. The study recommends among others that: Government should organize and provide opportunities for training and re-training programmes through seminars, workshops and conference in order to increase teachers' effectiveness; teacher training institutions should inculcate into preservice teachers a deeper professional confidence and competence for maximum teacher effectiveness.

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confidence: 91%

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2020

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“…Teacher Motivation, on the other hand, is defined in terms of "attraction, retention, and concentration as something that determines what attracts individuals to teaching, how long they remain in their initial teacher education courses and subsequently the teaching profession, and the extent to which they engage with their courses and the teaching profession" (Sinclair, 2008). Teacher motivation has been affirmed as one of the most important determinants of student learning outcomes (Bennell, & Akyeampong, 2007;Guajardo, 2011), teachers' job performance (Inayatullah, & Jehangir, 2012;Nyakongo, 2015) and students' performance/achievement (Gitonga, 2012;Taştan et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Effect of Instructional Supervisory Practices on Teacher Motivation in Private Secondary Schools of Lahore, Pakistan

Nasreen¹,

Shah²

2019

ASSRJ

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Research in the area of school leadership proves that effective leaders accomplish the role of instructional leaders (Zheng, 1996). The main objective of an effective principal is the supervision of classroom instructions (Hoy, & Hoy, 2006). This paper examines the effect of instructional supervisory practices of the school leaders on teacher motivation in private secondary schools of Lahore, Pakistan. Twenty four schools from three different school types (low-income schools, middle-class schools, and elite schools) were selected using stratified random sampling. A questionnaire comprising of two scales, Instructional Supervisory Practices Scale (ISPS) and Work Extrinsic and Intrinsic Motivation Scale (WEIMS), was used to collect data from 530 teachers. Descriptive as well as inferential statistics were used to obtain results. The teachers’ perceptions regarding their leaders’ instructional supervisory practices and the level of teacher motivation were determined by computing mean and standard deviation. The Pearson Correlation (r) was computed to explore the relationship between six sub-scales of instructional supervisory practices and teacher motivation. The results of the study indicated a significant positive relationship between instructional supervision and teacher motivation. It is concluded that instructional supervision significantly contributes to teacher motivation.

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“…are a favorable basis for the creation of problem situations [13][14][15][16]. These projects involve the classes on literature, mathematics, chemistry, physics, astronomy, history, law and some others disciplines.…”

Section: Resultsmentioning

confidence: 99%

The creation of junior schoolchildren’s interest in the experimental study of physical phenomena using the elements of the technology of problem-based

Sabirova¹,

Deryagin²

2018

IJET

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The goal of the paper is to define the place and role of the technology of problem-based learning in demonstrating physical phenomena and processes to junior schoolchildren within a framework of the Child University and InteLSummer projects of Elabuga Institute of Kazan Federal University for higher interest in learning physics -a science about nature. The method is the technology of problem-based learning. Children face a certain problem, which is a cognitive task, and students (themselves or assisted by a teacher) investigate the ways and methods to solve it. We can use the elements of problem-based technology (creation of a problem, joint scientific learning, and primary reinforcement of the obtained knowledge) in teaching junior schoolchildren. Results: we considered the ways of creating particular problem situations with both a teacher and, most importantly, children participating in their solution on the example of a cycle of laboratory and practical classes devoted to electrical and magnetic phenomena. In the end, the experience of applying the technology of problem-based learning has shown that children's participation in looking for the ways to solve a learning problem supports a cognitive interest of junior schoolchildren in the study of physical phenomena. The participation of pedagogical university students -future teachers -in the Child University and Intel Summer projects is a perspective form of a practice-oriented approach to future professional activity.

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The Impacts of Teacher’s Efficacy and Motivation on Student’s Academic Achievement in Science Education among Secondary and High School Students

Cited by 156 publications

References 57 publications

Legal Protection for Doctors in Use of Health Information Technology

Legal Protection for Doctors in Use of Health Information Technology

Effect of Instructional Supervisory Practices on Teacher Motivation in Private Secondary Schools of Lahore, Pakistan

The creation of junior schoolchildren’s interest in the experimental study of physical phenomena using the elements of the technology of problem-based

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