The Relationship Between Secondary Teachers Grit And Self Efficacy Beliefs On Classroom Management And Student Engagement
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The Relationship Between Secondary Teachers Grit And Self Efficacy Beliefs On Classroom Management And Student Engagement
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Author : Laurie White Lee
language : en
Publisher:
Release Date : 2020
The Relationship Between Secondary Teachers Grit And Self Efficacy Beliefs On Classroom Management And Student Engagement written by Laurie White Lee and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020 with Classroom management categories.
Teaching as a profession is becoming more and more difficult. School districts are facing a teacher shortage, creating greater focus on recruitment and retention efforts. The majority of these efforts focus on novice teachers (within the first five years) providing support and assistance to help keep them in the classroom. Less effort is placed upon assisting the veteran teacher in maintaining effort in the classroom and avoiding burnout. Those who experience burnout or become disheartened show a reduction in effort negatively impacting student achievement. The purpose of this correlational study was to explore the relationship between teacher passion and perseverance (grit) and teacher sense of self-efficacy in classroom management and student engagement among high school teachers. This study was grounded in Bandura’s self-efficacy theory, Deci and Ryan’s self-determination theory, and Duckworth’s grit theory. The participants included 92 teachers drawn from a convenience sample across the four high schools in a large district in central South Carolina. Data collected from the Grit-S Scale and Teacher Self-Efficacy Scale was analyzed utilizing a product-moment correlation coefficient (Pearson’s r) to answer the questions of the relationship between grit and self-efficacy in classroom management and student engagement. This study increased the body of knowledge in the research of these constructs among veteran teachers.
Asia Pacific Perspectives On Teacher Self Efficacy
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Author :
language : en
Publisher: BRILL
Release Date : 2019-02-18
Asia Pacific Perspectives On Teacher Self Efficacy written by and has been published by BRILL this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-02-18 with Education categories.
In this book the editors have been able to provide a snapshot of current research being undertaken in the Asia-Pacific region in regards to teacher self-efficacy beliefs. This includes specific focuses on inclusive teaching, professionalism, subject domains, collective efficacy as well as specific contexts of early childhood education and care, primary schools education, special needs schools and teacher education.
Teachers Self Efficacy Goal Orientations And Classroom Behaviours
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Author : Sindu V George
language : en
Publisher:
Release Date : 2014
Teachers Self Efficacy Goal Orientations And Classroom Behaviours written by Sindu V George and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with categories.
Although student motivation has been a major focus of basic and applied research in educational psychology for a long time, not many studies have been reported on teacher motivation until recently. Researchers highlight the absence of a sound theoretical framework as the main reason for the lack of research in this area. The current study presents an integrated perspective on teacher motivation by incorporating two different constructs from extant theories (teachers' self-efficacy from social cognitive theory and goal orientations from achievement goal theory) under the overarching framework of expectancy-value theory. The study analyses the influence of teachers' self-efficacy (efficacies for classroom management, student engagement, and instructional strategies), and goal orientations (mastery, relational, and work-avoidance) on the selected four dimensions (expectation, structure, relatedness, and autonomy support) of their classroom behaviours. A sample of 257 Victorian primary (n = 115), and secondary (n = 132), school teachers responded to the survey on an 11-point response scale (0-100). Data on teachers' self-efficacy were collected using Teachers' Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001); Goal Orientations for Teaching Scale (Butler, 2012) was used to collect data on teachers' goal orientations. Data on behavioural dimensions were collected using two scales: Teacher Style Scale (Watt & Richardson, 2007b) and Teacher As Social Context Questionnaire (Belmont, Skinner, Wellborn, & Connell, 1988). The analyses of the data included confirmatory factor analysis (AMOS 20), Multivariate analysis of variance (MANOVA), and, simple, multiple, and canonical correlation analyses (SPSS 20). Paired sample t-tests confirmed the significance of changes in teachers' self-efficacy during the early career stage. Stepwise multiple regression analyses tested the moderation effects, and structural equation modelling (LISREL) was used to develop the model showing the relationships between the dependent and independent variables in the study. Results indicated positive relationships between teachers' self-efficacy and their classroom behaviours, further emphasising teachers' self-efficacy as a key predictor of their classroom behaviours. The malleable nature of self-efficacy was also supported by the data. The negative relationship between teachers' work-avoidance goal orientations and their classroom behaviours, and the positive association of teachers' mastery and relational goal orientations with their classroom behaviours were evident with the current data. The data supported the development and testing of a valid structural model relating teachers' self-efficacy, goal orientations, and classroom behaviours underscoring the significance of expectancy-value theoretical framework in teacher motivation research.
Teacher Efficacy And Classroom Management Among Botswana Junior Secondary School Teachers
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Author : Waitshega Tefo Smitta Dibapile
language : en
Publisher:
Release Date : 2012
Teacher Efficacy And Classroom Management Among Botswana Junior Secondary School Teachers written by Waitshega Tefo Smitta Dibapile and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with categories.
Teacher efficacy -- the beliefs of teachers in their capabilities to have an impact on students' accomplishments in learning -- has been researched for 30 years. This issue has been viewed as an important dimension of teacher professionalism, teacher practice, leadership, and collaboration as it is one of the teacher attributes associated with teaching and learning. Founded on Bandura's self-efficacy theory (1997), those earlier findings suggested that self-efficacy involves "beliefs in one's capabilities to organize and execute the course of action required to produce given attainments" (p. 2). This study investigated Botswana junior secondary school teachers' responses on the three subscales of the Teacher Sense of Efficacy Scale (TSES): Efficacy in Student Engagement, Instructional Strategies, and Classroom Management. Data were collected via a survey administered to 1006 Botswana participants. The survey consisted of three sections. Part 1 requested demographic data; Part 2 contained 12 items of the TSES (Short Form instrument); and Part 3 had 24 items of Teacher Practices. The researcher and research assistants gathered data from junior secondary school teachers in Gaborone (the capital city of Botswana) and surrounding areas. Letters of permission to conduct research and teacher letters accompanied the survey. The response rate was 95% with only 6 out of 1006 participants not completing the survey. Pearson-product moment correlation was computed to analyze the data using the Statistical Package of Social Sciences. All bivariate correlations among the three subscales were statistically significant at 0.01 level (2- tailed). For Instructional Strategies and Student Engagement, r = .412; Student Engagement and Classroom Management, r = .589; and Instructional Strategies and Classroom Management, r = .589. The correlations are consistent with those that Tschannen-Moran and Woolfolk-Hoy, (2001) obtained. Efficacy in Student Engagement showed significant results, and teachers with postgraduate qualifications rated themselves higher than their colleagues in engaging students in learning. For teacher practices, results showed no significant relationship between the positive and negative practices reported by the teachers regarding classroom management, student engagement, and instructional strategies. Bonferroni adjustment, which changed alpha from .05 to .017, showed no significant relationships. Recommendations and educational implications for future research are discussed.
Teaching And Learning In Higher Education The Role Of Emotion And Cognition
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Author : Jian-Hong Ye
language : en
Publisher: Frontiers Media SA
Release Date : 2023-07-24
Teaching And Learning In Higher Education The Role Of Emotion And Cognition written by Jian-Hong Ye and has been published by Frontiers Media SA this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023-07-24 with Science categories.
The Relationship Between Teacher Self Efficacy And Student Discipline Referrals Written By Secondary Teachers From A Rural School District In A Southern State
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Author : Edwin Laughter
language : en
Publisher:
Release Date : 2017
The Relationship Between Teacher Self Efficacy And Student Discipline Referrals Written By Secondary Teachers From A Rural School District In A Southern State written by Edwin Laughter and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with Education, Secondary categories.
The purpose of this quantitative correlational study was to determine the strength of the relationship between teacher self-efficacy and discipline referrals. Participants completed the Teachers' Sense of Efficacy Scale, which was used as an operational definition of teacher self-efficacy. A Spearman's correlation coefficient measured the relationship between the predictor variables: classroom management, student engagement, and instructional strategies, and the criterion variable of discipline referrals. Criterion variable data consisted of collected discipline referral records of participants from the participating school district. Data on predictor variables were measured by participant responses on the Teachers' Sense of Efficacy Scale, which include the three subscales that will serve as the predictor variables for this study, and also measured teacher self-efficacy. The population for this study included secondary teachers (N = 98) in a rural county school district located in a southern state. The conceptual framework was based on Julian Rotter’s human behavior theory of locus of control. By understanding the relationship between teacher self-efficacy and discipline referrals, administrators and school districts may be able to increase teacher retention rates by providing support and training for at-risk teachers. The researcher failed to reject all the null hypothesis tested during this study based on the results of the Spearman's rho analysis.
Self Efficacy And Classroom Management
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Author : Stephanie Hicks
language : en
Publisher:
Release Date : 2012
Self Efficacy And Classroom Management written by Stephanie Hicks and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with Classroom management categories.
Classroom management has proved to be a plaguing aspect of the teaching and learning process over the past century. This single skill has heavily contributed to teacher stress and burnout (Gordon, 2002;Jepson & Forrest, 2006), teacher turnover (Ritter & Hancock, 2007; Rosas & West, 2009), overall teacher self-efficacy (Caprara, Barbaranelli, Borgogni, & Steca, 2003; Edwards, Green, & Lyons, 2002), student achievement and teacher performance in the classroom (Edwards et al., 2002; Milner, 2002; Poulou, 2007), and is commonly a major concern of principals regarding new teachers (Principal Perspectives, 2004; Williams, 1976). The purpose of the study was to determine if novice secondary teachers feel confident in their ability to effectively manage a classroom and, if so, what variables were related to this confidence (self-efficacy). The study examined the relationship regarding novice secondary teacher self-efficacy regarding classroom management and the age of the teacher, teacher gender, teacher certification method, the presence or absence of a mentoring program during the first year of teaching, and the number of classroom management classes taken in the teacher education program. This study determined the relationship between a teacher's sense of self-efficacy as determined by the Teachers Sense of Efficacy Scale (TSES) and the noted factors, and examined the depth of and each factoral relation as well as group factor relation.
The Impact Of Student Engagement Instructional Strategies And Classroom Management On Self Efficacy Of Christian Private School Teachers
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Author : Monica Franklin Carson
language : en
Publisher:
Release Date : 2018
The Impact Of Student Engagement Instructional Strategies And Classroom Management On Self Efficacy Of Christian Private School Teachers written by Monica Franklin Carson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018 with Christian teachers categories.
The purpose of this quantitative correlational research study was to investigate variables that best predict Christian private school teachers’ efficacy. Specifically, the study addresses the question of how the predictor variables of gender, age, ethnicity, professional qualification, and school status relate to efficacy in student engagement, instructional strategies, and classroom management. The present study contributes to the limited resources for research concerning efficacy of a teacher. Approximately 138 teachers from northeast Florida Christian private schools completed the Teacher Self-Efficacy Scale–Short Form. The instrument developed for assessing efficacy also targeted instructional strategies, classroom management, and student engagement. A target sample was identified and after data collection and participant efficacy perceptions was analyzed by a multiple linear regression to investigate the relationships between subscales. Through a correlational research design, data was analyzed using a multiple regression and frequencies were run to identify any missing data or errors.
The Relationship Between Teacher Self Efficacy And The Quantity Of Office Discipline Referrals They Write
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Author : Brian Patrick Conary
language : en
Publisher:
Release Date : 2019
The Relationship Between Teacher Self Efficacy And The Quantity Of Office Discipline Referrals They Write written by Brian Patrick Conary and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019 with Dropouts categories.
Teachers’ levels of self-efficacy affect not only how they view themselves, but also how they view their students. Some students receive more discipline referrals than others, leading to higher retention and dropout rates for those students with a significant number of discipline referrals. Discipline referrals are subjective. Therefore, each person’s viewpoint attributes to how student behavior is perceived and reported. In addition to a disproportionate number of referrals received by certain students, some teachers are more prone to write a large number of referrals. Social cognitive theory states that an individual’s self-efficacy influences his or her actions. Individuals with a more positive self-efficacy are much more likely to achieve more favorable results. Those with a less positive self-efficacy are much less likely to achieve the desired outcome. This quantitative correlational study examined the overall self-efficacy and self-efficacy in the areas of classroom management, student engagement, and instructional strategies of 72 high school teachers across three high schools in the southeastern United States and the number of office discipline referrals they write. Each teacher was administered the short form of the Teacher Self-Efficacy Scale (TSES). A Spearman’s Rank Order was used to evaluate the relationship between the composite and subscale scores (classroom management, student engagement, and instructional strategies) on the TSES and each teacher’s number of office discipline referrals. The results indicated a weak negative relationship between teacher self-efficacy and the number of discipline referrals written. However, the relationship was not statistically significant. By understanding the connection between teacher self-efficacy and discipline referrals, administrators and district personnel may be able to improve student retention and dropout rates by identifying and providing additional capacity to teachers with lower self-efficacy.
Monograde And Multigrade Special Education Teachers Sense Of Self Efficacy Beliefs
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Author : Felix Antonio Tutt
language : en
Publisher:
Release Date : 2019
Monograde And Multigrade Special Education Teachers Sense Of Self Efficacy Beliefs written by Felix Antonio Tutt and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019 with Self-efficacy categories.
Challenges of teaching special needs students result in high special education teacher turnover (Dev & Haynes, 2015; Linehan, 2013). Bandura's (1977, 1994) self-efficacy theory explains how people remain resilient despite challenges. Resilience is contingent on mastery experience, vicarious experience, social persuasion, and emotional and psychological states (Bandura, 1994; Tschannen-Moran, Woolfolk-Hoy, & Hoy, 1998). This quantitative study examined a convenience sample of 45 special education monograde and multigrade teachers to determine if classroom type influenced self-efficacy levels in student engagement, instructional practice, and classroom management. Data collected from the Teacher's Sense of Self-Efficacy Scale (TSES) were analyzed. An unpaired, independent t-test assessed any mean differences between variables. The researcher found that multigrade teachers exhibited lower levels of self- efficacy than monograde teachers when assessing how much they can do to get through to and engage the most difficult students. Related to theoretical constructs, lower self-efficacy among multigrade special education teachers may be attributed to lack of individual success engaging these students or opportunities to be observed or be motivated by other successful teachers. The study also highlights that while classroom type may have some influence on teacher self-efficacy levels in student engagement, additional research is needed to identify what other aspects of the learning environment influence special education teacher self-efficacy. Improving special education teachers' self-efficacy may increase teacher resilience in the profession midst of challenges.