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1.
Lori Ann Delale-O’Connor Adam J. Alvarez Ira E. Murray H. Richard Milner IV 《理论付诸实践》2017,56(3):178-186
In this article, we focus on connections between and among teachers’ self-efficacy beliefs, classroom management practices, and the cradle to prison pipeline. Drawing from Bandura’s (1986) theorization of self-efficacy, we discuss how teachers’ beliefs shape their classroom management practices and how these beliefs and practices can be essential sites to understanding and decreasing disparate outcomes in disciplinary referral patterns among practicing teachers. We emphasize the importance of building teachers’ self-efficacy beliefs and sense of efficacy to inform their classroom management practices/decisions. In particular, we focus on three sites of learning that, we argue, are essential to building teachers’ sense of efficacy in the classroom: learning about and building powerful and sustainable relationships with students; learning about and developing an understanding of outside of school contexts that students experience; and recognizing and appropriately responding to traumatic experiences of students. 相似文献
2.
采用问卷调查法对湖南省体育教师教学效能感进行分析研究,结果表明：湖南省大多数体育教师教学效能感水平处于中等以上;湖南省体育教师个人教学效能感明显优于一般教学效能感．湖南省体育教师认为在自己的教学当中,对于“教学目标、内容设计”和“师生交往”这一环节可以做得比“教学策略方法运用”和“课堂管理”这两个方面要好;长沙市体育教... 相似文献
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Teachers' sense of efficacy, or the belief that teachers have of their capacity to make an impact on students' performance, is an unexplored construct in deaf education research. This study included data from 296 respondents to examine the relationship of teacher and school characteristics with teachers' sense of efficacy in 80 different deaf education settings in the US. Deaf education teachers reported high overall efficacy beliefs but significantly lower efficacy beliefs in the area of student engagement than in instructional strategies and classroom management. Teachers' years of experience showed a significant relationship with efficacy beliefs, yet it was the teachers' perceived collective efficacy of their educational setting that ultimately predicted teachers' sense of efficacy. These findings lend credence to the need for further examination of school processes that influence teacher beliefs and attitudes in deaf education settings. 相似文献
4.
对河南省南阳市67名农村初中体育教师进行问卷和访谈调查,发现其工作满意度和幸福感状况为：得分总体不高;女体育教师得分显著或非常显著低于男体育教师;二者随着年龄增加而提高,但不同年龄段之间差异显著或极其显著;中学二级教师的分值最低;本科学历教师得分极其显著或显著低于大专及以下教师．由此建议同工同酬与倾斜性支持并用,着重提升女体育教师的工作满意度和幸福感;全面关照与特别关注相结合,提升不同年龄段教师的工作满意度和幸福感;专业发展和心理引导相结合,提升初级职称和高学历教师工作满意度和幸福感;营造和谐校园文化,为体育教师工作满意度和幸福感提升搭建平台． 相似文献
5.
《Teaching and Teacher Education》2005,21(3):257-272
Teachers’ sense of efficacy has been shown to influence teachers’ actions and student outcomes. This study explored self-efficacy beliefs among English as a Foreign Language teachers in selected schools in Venezuela. Data were collected through a survey administered to 100 teachers. The Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was used to assess efficacy for management, engagement, and instructional strategies. Interviews were conducted with a purposeful sample. Results showed that teachers’ perceived efficacy was correlated with self-reported English proficiency. Results also indicated that teachers’ efficacy for instructional strategies was higher than efficacy for management and engagement. 相似文献
6.
The study examined attitudes towards inclusion and sense of efficacy of 1155 Israeli preservice teachers and variables related to these beliefs. Participants responded to an Options related to inclusion scale, and a Teacher efficacy scale. Findings revealed strong support for the principle of inclusion, yet also support for segregated special education placements. Several concerns regarding inclusion were expressed, which were related to the area of classroom management and teacher instructional skills. Sense of efficacy scores on personal efficacy, social efficacy and efficacy regarding low‐achieving students were higher than those for teaching efficacy. Less support for inclusion was found for students in Arab (Muslim) colleges compared to students in Jewish colleges. These two groups were also different on self‐efficacy scores. The major area of study and experience was associated with the level of support for inclusion and to self‐efficacy scores. The progression in the training programme was associated with increased concerns and less support for inclusion. Female students were more supportive of inclusion than males, and had higher self‐efficacy scores. Implications for preservice education for general and special education students are discussed. 相似文献
7.
Jamil Mikhail Yahaya Ahmad Nurulazam Md Zain Mageswary Karpudewan 《International Journal of Science and Mathematics Education》2015,13(2):467-491
This research investigates the effects of socioscientific instruction on pre-service teachers’ sense of efficacy in the teaching and learning of controversial family health issues. For this purpose, a total of 251 students from two teacher training colleges participated in the study and were randomly assigned as experimental and control groups. The experimental group was taught the contents of the controversial family health issues using socioscientific instruction approach and the control group was taught the same content using a more traditional approach. Quantitative data were obtained from both groups after responding to the ‘Teacher sense of Efficacy Scale’ as instrument used for data collection before and after the treatments. Analysis of covariance was used in data analysis of which the pre-treatment scores were used as covariates. Qualitative interviews were conducted with ten participants randomly selected from the experimental group before and after the treatment to deepen and elaborate the quantitative data. The quantitative and qualitative findings indicate that the integration of the socioscientific instruction have significantly affected the pre-service teachers’ sense of efficacy in favour of the experimental group that shows a more stronger sense of efficacy. It was concluded that the socioscientific instruction is significantly effective in changing the pre-service teachers’ weaker sense of efficacy to a stronger one in the controversial family health issues. 相似文献
8.
This study employed the repertory grid technique to investigate how a sample of 27 student teachers in Hong Kong developed a personal sense of teaching efficacy. The analysis indicated that the third year students' perceptions were more homogenous than were those of the first year students. The results also indicated that teaching efficacy was viewed in terms of the dimensions of concern for instructional participation and learning needs of pupils, communication and relationships with pupils, academic knowledge and teaching skills, lesson preparation, management of class discipline, teaching success, teaching commitment, and a sense of self-confidence. Experiences of teaching practice, electives, pupils, and teaching practice supervisors (Electives) were the major sources for the development of a sense of teaching efficacy. Implications of how those aspects of teacher training can be more effective in engendering a sense of efficacy in the student teachers are discussed. 相似文献
9.
Yahaya Jamil Mikhail Zain Ahmad Nurulazam Md Karpudewan Mageswary 《International Journal of Science and Mathematics Education》2014,13(2):467-491
This research investigates the effects of socioscientific instruction on pre-service teachers’ sense of efficacy in the teaching and learning of controversial family health issues. For this purpose, a total of 251 students from two teacher training colleges participated in the study and were randomly assigned as experimental and control groups. The experimental group was taught the contents of the controversial family health issues using socioscientific instruction approach and the control group was taught the same content using a more traditional approach. Quantitative data were obtained from both groups after responding to the ‘Teacher sense of Efficacy Scale’ as instrument used for data collection before and after the treatments. Analysis of covariance was used in data analysis of which the pre-treatment scores were used as covariates. Qualitative interviews were conducted with ten participants randomly selected from the experimental group before and after the treatment to deepen and elaborate the quantitative data. The quantitative and qualitative findings indicate that the integration of the socioscientific instruction have significantly affected the pre-service teachers’ sense of efficacy in favour of the experimental group that shows a more stronger sense of efficacy. It was concluded that the socioscientific instruction is significantly effective in changing the pre-service teachers’ weaker sense of efficacy to a stronger one in the controversial family health issues.
相似文献10.
This cross-validation study investigated the relationships among teacher sense of efficacy, superintendents' ratings of teacher competency, and selected demographic and background variables. One hundred fifty-five teachers from 15 districts in a Southeastern state participated in the study. Multiple regression indicated variables significantly related to efficacy scores were: competency rating by superintendent, birth order, and whether the teacher would again choose teaching as a career. Using discriminant analysis, superior and average competency teachers could be differentiated from low competency teachers on the basis of four significant variables, one of which was efficacy scores. This analysis placed 80.52% of the teachers in the appropriate group, and accounted for 29% of the variance in groups. Analyses also indicated some support for the consistency of superintendents' ratings of teachers across districts. 相似文献
11.
This study investigated student teachers' efficacy beliefs, to determine if school setting (i.e., rural, suburban, and urban) impacted teachers' sense of efficacy. Each setting group exhibited significant increases in teachers' sense of efficacy following student teaching. The urban student teachers exhibited significantly lower teachers' sense of efficacy. We also examined the attributions (external or internal) the student teachers made following student teaching. The urban student teachers did not make more external attributions than the rural and suburban student teachers, and the patterns of the self-serving attributional bias as well as the fundamental attribution error were apparent. 相似文献
12.
近年来高校的青年教师比重越来越大,沟通管理作为一种重要的管理方式在青年教师发展中起着必不可少的作用。高校应创造良好的沟通氛围,形成畅通的纵向、横向沟通的渠道,帮助青年教师提高教学技能与职业道德,同时满足他们的成就感、归属感和社交需求。 相似文献
13.
This study explores the impact of teachers’ perception of trust in colleagues on their sense of empowerment in Mainland China, with a particular focus on the mediating role of teacher efficacy. The results of a survey of 1646 teachers indicate that although teachers scored positively on trust in colleagues, efficacy and empowerment, they had relatively lower scores on general teaching efficacy (GTE) and participation in decision-making. Trust in colleagues was a significant predictor of teacher empowerment. In addition, personal teaching efficacy had a significant mediation effect on the relationship between trust in colleagues and teacher empowerment, while GTE had not. These findings lead to some implications for understanding the nature of GTE and the relationship between trust and teacher empowerment. 相似文献
14.
教师是决定教学质量的重要因素,是学校发展的中坚力量。农村代课教师归属感的缺乏,影响到农村学校的教学效果、教学进度和教师队伍稳定。国家政策保障缺失、学校管理不善和教师个人素养不高是农村代课教师归属感缺乏的主要原因。需要从完善国家政策保障、营造良好工作环境和提高教师个人素养三个方面寻求农村代课教师归属感的建构。 相似文献
15.
Li-Yi Wang Li Jen-Yi Liang-See Tan Irene Tan Xue-Fang Lim Bing Sheng Wu 《The Australian Educational Researcher》2016,43(2):165-183
This study adopted a pragmatic qualitative research design to unpack high and low efficacy teachers’ task analysis and competence assessment in the context of teaching low-achieving students. Nine secondary school English and Science teachers were recruited and interviewed. Results of thematic analysis show that helping students perform well in exams was identified by both the high efficacy teachers (HETs) and the low efficacy teachers (LETs) as the sacred task, but the HETs perceived more contextual support from school culture, school leaderships and collegiality than the LETs did. Although the HETs showed more confidence than the LETs in instructional strategies, classroom management and student engagement, both the HETs and LETs experienced struggles when their personality traits and beliefs were in conflict with required strategies or imposed regulations. Despite the LETs having a lower level of perceived competence, their hunger for learning reveals that their sense of efficacy could be enhanced if provided with courses that focus on coaching and mentoring experiences. 相似文献
16.
This study investigated student teachers’ efficacy beliefs, collective teacher efficacy beliefs, and perceived cooperating teachers’ efficacy beliefs. These student teacher beliefs were examined with the focus on context, primarily the school setting (i.e., rural, suburban, and urban), to determine whether setting played a role in the development of the student teachers’ efficacy beliefs. The research participants included 102 student teachers. All three setting groups exhibited significant increases in teachers’ sense of efficacy following student teaching. Urban student teachers exhibited significantly lower perceived collective efficacy. Perceived cooperating teachers’ efficacy was predictive of and positively related to the student teachers’ post-TSES scores. 相似文献
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18.
Rafael Burgueño Alvaro Sicilia Jesús Medina-Casaubón Manuel Alcaraz-Ibañez María-Jesús Lirola 《Journal of Experimental Education》2019,87(1):89-100
Our objective was to test the factorial validity of the different versions (TSES-24, TSES-12, and TSES-11) of the Teacher's Sense of Efficacy Scale in Spanish preservice teachers'. The participants were 358 preservice teachers. The confirmatory factor analysis showed inadequate fit indexes for both TSES-24 and TSES-12 but adequate fit indexes for TSES-11, which was invariant across gender. The reliability analysis showed appropriate values. The global factor for teachers' sense of efficacy and the three factors that constitute it positively predicted intrinsic motivation and life satisfaction. The global factor for sense of efficacy and the classroom management and student engagement factor negatively predicted amotivation. The results support the use of the TSES-11 three-factor model, rather than TSES-24 or TSES-12, for Spanish preservice teachers. 相似文献
19.
This research examined preservice teachers’ knowledge of emotional and behavioural disorders (EBD) and their sense of efficacy. The participants included a convenience sample of 230 undergraduate general education and special education preservice teachers enrolled in teacher education classes. The age of the participants ranged from 19 to 51 with a mean age of 23.37 years (SD = 6.8 years). The Teacher Self Efficacy Scale (TSES) (long form) and Knowledge of Emotional and Behavioural Disorders questionnaire were administered. The participants had higher efficacy in instructional strategies, classroom management, and instructional abilities than in student engagement. There was no significant correlation between field experience, additional coursework, and familiarity with a child with EBD and the preservice teachers’ knowledge of EBD or self efficacy. This information is relevant to teacher programme coordinators indicating that further efforts should be made to increase preservice teachers’ knowledge of EBD, and to provide strategies for identifying and working with students with EBD in classrooms. 相似文献
20.
Elizabeth Todd Brown 《Journal of Early Childhood Teacher Education》2013,34(3):239-257
This was a correlational study conducted with a population of prekindergarten educators from a large, metropolitan school district. The purpose was to examine if there were relationships between and among early childhood teachers’ sense of self-efficacy, their beliefs about the importance of mathematics, and their mathematics instructional practices. Examining teachers’ efficacy and beliefs can inform educational practice and help to differentiate between more and less successful instructional practices when teaching mathematics in the early childhood classroom. Data were collected on teacher efficacy and teacher beliefs about the importance of mathematics with two self-report questionnaires. The hypothesis that the teachers higher in efficacy will rate the importance of mathematics higher on the teacher-belief scale than the teachers with lower efficacy was found to be true with this sample, but the correlation was weak. The level of efficacy of the early childhood teachers in this sample confirmed that in assessing their capabilities, they rate themselves high in instructional strategies, classroom management, and student engagement. The early childhood teachers did not rate their belief in mathematics as high as their efficacy. Observations of mathematics instructional practices were conducted with twenty teachers. It was hypothesized that the combination of high teacher efficacy and high teacher mathematics beliefs would show alignment with the presence of standards-based mathematics instructional practices. The results were not statistically significant. No correlation signals a need for more research to explore what other personal or external factors relate to mathematics instructional practices in the early childhood classroom. The research may inform pre kindergarten teachers and teacher educators about effective instructional strategies and knowledge needed to launch early childhood students on a developmentally appropriate pathway to mathematical literacy. 相似文献