The Influence of Efficacy Beliefs on Teacher Performance and Student Success: Implications for Student Support Services

Warren, Jeffrey M.; Hale, Robyn W.

doi:10.1007/s10942-016-0237-z

Cited by 13 publications

(14 citation statements)

References 34 publications

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“…For instance, when teachers believe “I must effectively instruct this student because I have taught students effectively in the past”, they attempt to rationalize by comparing the present situation with a previous experience. This reasoning adheres obviously to emotional state associated with fear of failure [ 33 ].…”

Section: Introductionsupporting

confidence: 53%

“…The latest developed instrument is the Teacher Irrational Belief Scale (TIBS) [ 4 ], a self-reporting questionnaire which appraises the different types/dimensions of the TIB. TIB have been examined in several past surveys along with teachers’ stress [ 2 ], efficacy beliefs [ 33 ], job satisfaction [ 34 ], emotional intelligence and psychological hardiness [ 35 ], and burnout [ 36 ]. Furthermore, dimensional issues are addressed in various populations [ 37 ], whereas other researchers have employed the TIBS scale to investigate stress and distress, respectively [ 2 , 38 ].…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Irrational Belief Scale: Psychometric Properties of the Greek Version and Measurement Invariance across Genders

Gkontelos

Vaiopoulou

Stamovlasis

2021

Behavioral Sciences

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Irrationality refers to human thoughts and beliefs that signify lack of rationality and entail erroneous perceptions about situational, personal, or collective idiosyncrasies, while it is independent of one’s intellectual ability. Irrational beliefs are ubiquitous in all social and cultural groups and attract a special interest in behavioral sciences, where the primary concern is the development of instruments for identifying and measuring them. The present study evaluates the psychometric properties of Greek version of Teachers’ Irrational Belief Scale (TIBS-G), a 25-item self-reported instrument using data collected from 835 participants. The exploratory procedure, implementing scree plot with parallel analysis, demonstrated the dimensionality of four factors, namely: Self-downing (SD), Authoritarianism (A), Demands for Justice (DJ), and Low Frustration Tolerance (LT). The corresponding reliability measures using Cronbach’s alpha and McDonald’s omega were ranged between 0.70 and 0.80. Subsequently, confirmatory factor analysis showed an adequate fit of the measurement model [χ2 = 579.98, df = 183, p < 0.001; CFI = 0.960; TLI = 0.956; RMSEA = 0.051]. In addition, measurement invariance was performed, which demonstrated differences between genders. Finally, discussion on the importance of irrational beliefs and the possible implementation of the TIBS instrument in educational research is provided.

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Section: Introductionsupporting

confidence: 53%

Section: Introductionmentioning

confidence: 99%

Teachers’ Irrational Belief Scale: Psychometric Properties of the Greek Version and Measurement Invariance across Genders

Gkontelos

Vaiopoulou

Stamovlasis

2021

Behavioral Sciences

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“…Students' awareness and sensitivity to their teacher is crucial for student functioning, as much of their learning and behaviors are mediated by the teacher (Chang et al, 2004;Gillies and Khan, 2008). Moreover, when a teacher exhibits low self-efficacy, it often leads to "irrational beliefs and heightened or unhealthy negative emotions" which in turn hinder the teacher's ability to manage the classroom effectively, to nurture students' academic success, and to create positive social relations among students (Warren and Hale, 2016).…”

Section: Discussionmentioning

confidence: 99%

Teacher self-efficacy and students’ ratings

Lev

Tatar

Koslowsky

2018

IJEM

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Purpose Extensive theoretical and empirical work has yielded abundant knowledge regarding teacher self-efficacy (TSE). Recent research has found significant correlations between TSE and students’ ratings, as an indicator for teaching effectiveness. The purpose of this paper is to test the relationship between TSE and students’ ratings of their school teacher (SRST) in the context of school level and teacher role. Design/methodology/approach Data were collected from 111 teachers and their 2,490 students attending junior- and senior-high schools. Teachers reported on their personal efficacy beliefs at the beginning of the school year, whereas students rated their teachers at the end of the year. Findings Teacher role and school level moderated the relationship between STE and SRST: the relationship between TSE and SRST is higher among homeroom classes than subject matter classes, and among junior high classes as compared to senior high classes. Research limitations/implications The research is based on small number of classes, which precluded more sophisticated analyses. Future research should consider additional personal and/or contextual variables to better understand the association between teacher and students perceptions. Originality/value This study is a first exploration of the ways teachers perceive their ability to enhance student performance vis-à-vis their students’ views of their teaching functioning.

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“…Relying on Bandura's definition of this concept, it can be said that teachers' self-efficacy is concerned with their beliefs in their capabilities to produce teaching attainments (Bandura, 1997). It has been found that teachers' self-efficacy affects both teachers' performance and students' success (Warren & Hale, 2016) and that more efficient teachers are more likely to adopt change proposals associated with formal innovations and staff development programs (Guskey, 1987;Smylie, 1988).…”

Section: Teachers' Self-efficacy Within Control-value Theory Of Acade...mentioning

confidence: 99%

“It was the best of times, it was the worst of times”: A tale of motivational-affective aspects of teaching during the 2020-2021 COVID-19 pandemic in Serbia

Pekić

Očovaj²,

Petrović

et al. 2023

Psihologija

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In order to shed light on the intrapersonal mechanisms that underlie the teaching in the blended learning environment, which implies the integration of complementary face-to-face and online approaches, we focused on the relationship between teachers? self-efficacy and motivation for teaching, with reference to the mediating role of teachers? emotional experiences. The sample included 341 subject teachers from Serbian primary schools, who use the blended learning model in teaching (84% female; average age 43.97years). The Teachers' Sense of Efficacy Scale, Emotions in Teaching Inventory -Revised, and Autonomous Motivation for Teaching Scale were used to examine the variables of interest. The overall fit of the mediated model to the data was adequate, confirming the mediating role of teachers? emotions in the relationship between the studied motivational constructs. The results indicate that the motivation for teaching in a blended learning environment relies on self-efficacy in instructional strategies and self-efficacy in classroom management, which partially act through the emotions concerning the experience of tension.

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The Influence of Efficacy Beliefs on Teacher Performance and Student Success: Implications for Student Support Services

Cited by 13 publications

References 34 publications

Teachers’ Irrational Belief Scale: Psychometric Properties of the Greek Version and Measurement Invariance across Genders

Teachers’ Irrational Belief Scale: Psychometric Properties of the Greek Version and Measurement Invariance across Genders

Teacher self-efficacy and students’ ratings

“It was the best of times, it was the worst of times”: A tale of motivational-affective aspects of teaching during the 2020-2021 COVID-19 pandemic in Serbia

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