Changes in teacher efficacy during the early years of teaching: A comparison of four measures

http://www.realtutoring.com/phd/sem1efficacy.pdf

Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: a study at the school level

Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester

Teachers can modify their instructional strategies with minimal training and effort, and this can result in increases in their students’ self-efficacy. Self-efficacy judgments are based on four sources of information: an individual's own past performance, vicarious experiences of observing the performances of others, verbal persuasion that one possesses certain capabilities, and physiological states. Individuals use these four sources of information to judge their capability to complete future tasks. Teachers who capitalize on the influence of the strongest of these sources—past performances, observations of others as models, and verbal persuasion—produce more confident students.The following instructional strategies increase student self-efficacy: •Reviewing lesson accomplishments from the previous day, posting the current lesson's objectives prior to instruction, drawing attention to the lesson objectives as they are covered, and reviewing the lesson objectives at the end of the lesson.•Asking students ...

/pdf/increasing-student-mathematics-self-efficacy-through-teacher-18803tc0cd.pdf

Increasing Student Mathematics Self-Efficacy Through Teacher Training

In this longitudinal study, we examined teachers' self-efficacy as a long-term predictor of their mastery goal orientation and three dimensions of instructional quality: supportive classroom climate, effective classroom management, and cognitive activation. Mastery goal orientation was also analyzed as a predictor of instructional quality. Teachers' optimism, engagement, and strain were assessed to gain information about the construct validity of the scales on self-efficacy and mastery goal orientation. We analyzed the self-report data of 203 German in-service teachers who participated in all of three time points of assessment (the years 2001, 2008, and 2011). Confirmatory factor analyses supported the assumed three-dimensionality of instructional quality. Teacher self-efficacy was found to be relatively stable and to be a long-term predictor of instructional quality as indicated by the results of latent variable modeling. Moreover, instructional quality is predicted by mastery goal orientation, which in turn is regressed on self-efficacy. As supported also by bias-corrected bootstrapping, mastery goal orientation partially mediated the relationship between classroom climate and self-efficacy. Results and an outlook for future research are discussed.

Teacher self-efficacy as a long-term predictor of instructional quality in the classroom

This exploratory survey study of 310 educators was conducted to investigate what variables best predict educators’ attitudes toward systematic inquiry in schools. Eight variables were selected as potential predictors of educators’ self-reported views about applied research utility and relevance, their personal ability to do research, the need for teacher involvement in systematic inquiry, and teacher training in research methods. Significant proportions of the variance in the dependent variables were explained by prior participation in research and personal teacher efficacy. Years of experience teaching, perceived organizational learning capacity of respondents’ schools, and the panel in which respondents taught had modest explanatory value. Results are discussed in terms of our knowledge and understanding of teacher receptiveness to systematic inquiry in schools and implications for research and practice.

/pdf/predictors-of-educators-valuing-of-systematic-inquiry-in-1l23b0upgf.pdf

Predictors of Educators' Valuing of Systematic Inquiry in Schools.

A survey was conducted of 280 teachers and principals in east-central Ontario (Canada) to investigate what variables best predict educators' attitudes toward local applied research. The four dependent variables were purpose of local research, attitudes toward participation in research, utility of research, and support for research activity. Eight predictor variables included organizational learning characteristics, elementary versus secondary level, personal teacher efficacy, prior participation in research, value of prior research course work, years of teaching experience, formal education, and gender. Results indicated that significant proportions of the variance in the dependent variables were explained by certain personal and organizational characteristics, namely: prior participation in research, sense of personal teacher efficacy, and perceived characteristics of respondent's schools (namely their propensity to learn), which 1..,?re all positively correlated with the dependent variables, and years of teaching experience, which was negatively correlated. (Contains 76 references.) (JDD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** INFLUENCES ON TEACHERS' ATTI'T'UDES TOWARD APPLIED EDUCATIONAL RESEARCH Cheryl A. Walker The Ontario Institute for Studies in Education U S DEPARTMENT OF EDUCATION Oarce of Educamonai Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Th.S gOCumenl has been reproduced as recanted from the person or OrganIzabon prvinahng .1 Mmor changes have been made to Improve reproduction qual.ty Fromts or v.ew or op.mons stated in 10.5 d0Cu meet do not necessardy represent otl.c.ai OE RI Pos.bon or Doacy and J. Bradley Cousins University of Ottawa "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).Paper presented at the annual meeting of the American Evaluation Association, November 1994, Boston Authors' note: This research was funded by a grant from the Social Sciences and Humanities Research Council of Canada (Grant # 410-92-0983). The opinions expressed within are those of the authors and do not necessarily reflect Council policy. The authors are grateful for the assistance of Liane Patsula and to several school district contacts who helped to coordinate data collection activities.

/pdf/influences-on-teachers-attitudes-toward-applied-educational-23wew5lkn5.pdf

Influences on Teachers' Attitudes toward Applied Educational Research.

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Predictors of Educators' Valuing of Systematic Inquiry in Schools.

Influences on Teachers' Attitudes toward Applied Educational Research.