Voices in Education: Teacher Self-Efficacy in Education

Martin, Linda E.; Mulvihill, Thalia M.

doi:10.1080/08878730.2019.1615030

Cited by 28 publications

(20 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teacher self-efficacy is defined as “the teacher’s conviction in his or her capacity to plan and carry out a course of action necessary to effectively complete a given task in a specific situation” ( Tschannen-Moran et al, 1998 , p. 22). Self-efficacy enhances teachers inter and intra-relationships ( Martin and Mulvihill, 2019 ) and increases their passion for instructional practices ( Moè, 2016 ). Furthermore, teachers’ efficacy beliefs influence Students’ motivation, achievement, and efficacy ( Tschannen-Moran et al, 1998 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education

2022

View full text Add to dashboard Cite

Teaching in higher education is critical and fraught with potential vicissitudes, which necessitates the presence of efficient professors armed with positive attributes to perform effectively. Although it is generally accepted that emotion regulation (ER) has numerous benefits for language teachers, in particular university professors, little is known about how it interacts with two other important constructs, i.e., self-efficacy and L2 grit. Furthermore, the effect of ER on L2 teacher grit has not been sufficiently investigated. To fill this gap, the current study was to test a structural model of English as a Foreign Language (EFL) university professors’ ER, self-efficacy, and L2 grit. The participants were 356 Iranian EFL university professors who completed the Language Teacher Emotion Regulation Inventory (LTERI), the Teacher Sense of Efficacy Scale (TSES), and the L2-Teacher Grit Scale (L2TGS). The results of Structural Equation Modeling (SEM) revealed that ER and self-efficacy were strong predictors of L2 grit. Moreover, the significant role of self-efficacy on ER was discovered. The implications of this study may foster effective teaching in higher education, particularly during the COVID-19 pandemic and its impacts on education.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education

2022

View full text Add to dashboard Cite

show abstract

“…Henry and Bruland (2010) found that graduate student teaching assistants who mentored undergraduates in an introductory course successfully used self-reflection and reflexivity about teaching and learning to gain insights into their abilities as mentors (Table 1). Other studies also suggest that providing opportunities for self-reflection and reflexivity increases mentors' self-efficacy (Martin & Mulvihill, 2019;Roach, 2020;Wheatley, 2002;Wyatt, 2015). Enhanced self-efficacy can help graduate students better manage difficult mentoring situations, like being alone in the field with an undergraduate under adverse conditions (e.g., bad weather, hard work, people with different value systems; Chemers et al, 2001;Nicolaidou & Philippou, 2003).…”

Section: Behaviormentioning

confidence: 99%

Intentional mentoring should increase inclusivity in ecology

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Self-efficacy can be defined as a person's belief in his/her capacity to perform the certain actions for certain tasks (Martin & Mulvihill, 2019). Self-efficacy beliefs shape people's thoughts and actions as well as determining how much effort the individual should spend to accomplish a task (Bandura, 1997;Eccles & Wigfield, 2002).…”

Section: Teacher Self-efficacymentioning

confidence: 99%