Guided Mastery Treatment of Phobias

1997 ◽  
Author(s):  
S. Lloyd Williams ◽  
Gwendolyn Zane
Keyword(s):  
Guided Mastery

Guided mastery and performance desensitization treatments for severe acrophobia.

1985 ◽  
Vol 53 (2) ◽  
pp. 237-247 ◽  
Author(s):  
S. Lloyd Williams ◽  
Samuel M. Turner ◽  
David F. Peer
Keyword(s):  
Guided Mastery ◽  
And Performance

scholarly journals Does teachers' self-efficacy influence their organizational commitment?

2021 ◽  
Vol 12 (5) ◽  
pp. 1537-1553
Author(s):  
Nancy Minjire Waweru ◽  
Prof. John Mwaniki Kihoro ◽  
Prof. Hazel Gachoka Gachunga
Keyword(s):  
Organizational Commitment ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
Simple Random Sampling ◽  
Positive Influence ◽  
Correlation And Regression Analysis ◽  
Mastery Experiences ◽  
Study Population ◽  
Guided Mastery ◽  
The Relationship

Self-efficacy has become the focus of attention in the field of teaching. Teachers with higher teaching efficacy portray more enthusiasm for teaching and have greater commitment to teaching. The purpose of this study was to investigate whether self-efficacy has an influence on teachers’ organizational commitment (OC). This study hypothesized that teachers’ self-efficacy would have no significant relationship on teachers’ organizational commitment. The study employed survey research design to establish the relationship between self-efficacy and teachers’ OC. Simple random sampling was employed to draw a study population of 480 teachers in secondary schools in Nairobi, Machakos, Kajiado, and Kiambu counties in Kenya. The method of data collection was through the use of questionnaires which were distributed randomly to respondents. The data was analyzed through descriptive, correlation and regression analysis. The study established that teachers’ self-efficacy had positive influence on their OC which indicates that teachers with high self-efficacy were more committed to their institutions. The study recommends that teachers’ employer should provide new teachers with guided mastery experiences and come up with ways of building their self-efficacy in order to improve their OC. The study suggests further research on the effect of teachers’ self-efficacy on students’ achievements.

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