The Relationship between Novice and Experienced Teachers’ Self-efficacy for Personal Teaching and External Influences

Shohani, Saeedeh; Azizifar, Akbar; Gowhary, Habib; Jamalinesari, Ali

doi:10.1016/j.sbspro.2015.03.357

Cited by 9 publications

(4 citation statements)

References 13 publications

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“…EFL instructors in the current study were also found to value instructors' background in terms of experience and professional background, which was in line with previous research (Lap, Lien, & Thao, 2022). Most of the participants in the present study attributed their use of successful coping strategies with challenges to their experience (Shohani, Azizifar, & Kamalvand, 2014;Yerli Usul & Yerli, 2017) and less often to inborn abilities, talents, or intuitions. Although some instructors specifically mentioned the contribution of their previous educational background to the development of these abilities and intuitions, this link was not clearly expressed in all responses.…”

Section: Discussionsupporting

confidence: 89%

Classroom Management and Leadership among EFL instructors: Self-Efficacy, Strengths, and Improvement Areas

GOKGOZ-KURT,

KARAFERYE

2023

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi

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The present study investigated tertiary-level English as a Foreign Language Teachers’/Instructors’ beliefs and perceptions of classroom management, discipline, and leadership in the classroom. In order to achieve this aim, EFL instructors completed the Teacher Self-efficacy in Classroom Management and Discipline Scale and two other open-ended questions asking them about their strengths and areas of improvement in classroom management and leadership. As revealed by the findings, EFL teachers reported their teaching and classroom management self-efficacy as somewhat high, while their view of external influences was neutral. Regarding the role of background variables, only, the experience was found to positively affect the self-reported measure of classroom management and discipline self-efficacy. Analysis of the qualitative data from the responses to open-ended questions further corroborated and expanded the quantitative data revealing diverse perspectives regarding EFL teachers’ strengths and areas of improvement in managing their classrooms more effectively.

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Section: Discussionsupporting

confidence: 89%

Classroom Management and Leadership among EFL instructors: Self-Efficacy, Strengths, and Improvement Areas

GOKGOZ-KURT,

KARAFERYE

2023

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi

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“…Moreover, in their study Tschannen-Moran and Hoy (2007) found that less experienced teachers who had three or less than three years of experience had lower self-efficacy compared to more experienced teachers who had four or more years of experiences. However, Shohani, Azizifar, Gowhary, and Jamalinesari, (2015) explained this situation as, while novice teachers were evaluating their general self-efficacy, they could count in their failure on the control few students' inappropriate behaviors, on the other hand, experienced teachers think it as a normal situation and they do not include this situation while they are evaluating their performance.…”

Section: Discussionmentioning

confidence: 99%

An Investigation into the Relationship between Turkish EFL Teachers’ Self-Efficacy and Burnout Level

Ozkara¹

2019

Journal of Family Counseling and Education

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The present study investigated whether or not there is an association between self-efficacy beliefs and burnout levels. The study also investigated the effects of such predictor variables as gender, age, teaching experience, average number of students in classrooms on the three dimensions of teacher burnout (emotional exhaustion, depersonalization, and personal accomplishment) and self-efficacy. 118 Turkish EFL teachers from primary, secondary, high schools and universities in many cities participated in the study. Maslach Burnout Inventory (MBI) (Maslach and Jackson, 1981; Huang, 1988), and language teacher self-efficacy beliefs scale (Praver, 2014) were used in the study. Findings showed that there was a significant positive relationship between self-efficacy and personal accomplishment and a negative relationship between emotional exhaustion and self-efficacy. On the other hand, the results showed a negative relationship between emotional exhaustion and personal accomplishment and a negative relationship between personal accomplishment and depersonalization. Generally, teachers felt sufficient, had high self-accomplishment and they had low burnout level. In addition, age had significant role on self-efficacy, and experience were also found to play an important role in personal accomplishment.

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“…The finding suggests that teachers' experience gained through the length of time they have been teaching directly affects the teaching approach they choose. Furthermore, studies have shown that the low self-efficacy of novice teachers affects their teaching compared to experienced teachers who have higher confidence in motivating students (Shohani et al, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Relationship between Specialization of Teaching Subject and Teaching Experiences with Teacher’s Motivational Strategies

Zulkifli¹,

Kutty²

2022

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Motivational strategies refer to the approaches taken by teachers in determining and maintaining students' motivation in the teaching process. Teachers play a key role in determining the direction of students' motivation in their classrooms. This quantitative pilot study employed survey research design to provide preliminary evidence on the types of motivational strategies used in teaching the English Language. The study also aimed to identify whether there is a relationship between teacher's specialization and length of teaching experience with teacher's use of motivational strategies. A total of 33 Primary School English Committee Leaders were selected through simple random sampling. The study instrument was adopted from the Motivational Strategies Questionnaires. Data analysed using SPSS version 26, showed that "appropriate teacher behavior" was the most frequent used strategy, while "encouraging students' autonomy" was the least used motivational strategy. Meanwhile, correlation analysis showed that there was no significant relationship between teachers' specialization and length of teaching experience with teachers' motivational strategies. The implications of this study are important for the teacher training department where consideration on the motivational strategy approach used by teachers need to be incorporated in the training they organise.

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The Relationship between Novice and Experienced Teachers’ Self-efficacy for Personal Teaching and External Influences

Cited by 9 publications

References 13 publications

Classroom Management and Leadership among EFL instructors: Self-Efficacy, Strengths, and Improvement Areas

Classroom Management and Leadership among EFL instructors: Self-Efficacy, Strengths, and Improvement Areas

An Investigation into the Relationship between Turkish EFL Teachers’ Self-Efficacy and Burnout Level

Relationship between Specialization of Teaching Subject and Teaching Experiences with Teacher’s Motivational Strategies

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