scholarly journals The impact of self efficacy beliefs and work motivation on the quality of mathematics test instruments by elementary school teachers

2021 ◽  
Author(s):  
Iva Sarifah ◽  
Yetty Supriyati ◽  
Wardani Rahayu ◽  
Yulia Elfrida Yanty Siregar
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Self Efficacy ◽  
Work Motivation ◽  
Efficacy Beliefs ◽  
School Teachers ◽  
Mathematics Test ◽  
The Impact

scholarly journals Exploring Teachers' Views on the Impact of an Online Distance Learning Course on Their Self-Efficacy Beliefs

2021 ◽  
Vol 11 (3) ◽  
pp. 1
Author(s):  
Eirini Tzovla ◽  
Katerina Kedraka
Keyword(s):  
Elementary School ◽  
Distance Learning ◽  
Elementary School Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
School Teachers ◽  
Biological Concepts ◽  
Online Distance Learning ◽  
Online Distance ◽  
The Impact

This paper reports on an online distance learning course that emphasizes the improvement of the self-efficacy beliefs of in-service elementary school teachers in teaching biological concepts. The course utilizes digital educational content and Open Educational Resources (OERs) and focuses on the interaction, peer support, and peer teaching into an online learning environment. In the design framework of the course, we investigated the educational needs of teachers and took into consideration the findings of other studies. A total of 251 teachers were enrolled in the online distance learning course and 142 completed it. Quantitative and qualitative data was collected in November 2020 through the bio-STEBI-A instrument and the posts in the forums of the course. The quantitative results revealed an improvement in both subscales of bio-STEBI-A, which were also confirmed by the qualitative ones, that underline the course, thus contributing to the improvement of self-efficacy beliefs of in-service elementary school teachers in teaching biological concepts. Recommendations are made for future research.

scholarly journals Classroom Behaviour Management: The effects of in-service training on elementary teachers’ self-efficacy beliefs

2013 ◽  
Vol 48 (2) ◽  
pp. 359-382 ◽  
Author(s):  
Nancy Gaudreau ◽  
Égide Royer ◽  
Éric Frenette ◽  
Claire Beaumont ◽  
Tara Flanagan
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Elementary School Teachers ◽  
Training Program ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Efficacy Beliefs ◽  
Control Group ◽  
Quebec City ◽  
School Teachers

We examined a training program in classroom management in relation to the efficacy beliefs of elementary school teachers. The training program used a quasi-experimental design with a waitlist control group. Twenty-seven elementary school teachers in the greater Quebec City area participated. The repeated measures ANOVA results revealed positive effect of the program on teachers’ personal teaching efficacy beliefs, and in the teachers’ perceived self-efficacy in managing difficult behaviours in the classroom. A group by time interaction effect was also observed with regard to the teachers’ perceived self-efficacy in eliciting principals’ support where participating teachers were more confident in their interactions with principals at follow-up. Factors that influence the development of self-efficacy beliefs of teachers and implications for practice are discussed.

scholarly journals PENGARUH MOTIVASI KERJA, KEPEMIMPINAN DAN EDISIPLINAN TERHADAP PRESTASI KERJA GURU SEKOLAH DASAR DI KABUPATEN PEMALANG

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Peny Pratiwi ◽  
Sunandar Sunandar ◽  
Ghufron Adbdullah
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Leadership ◽  
Significant Influence ◽  
Work Motivation ◽  
Linear Regression Analysis ◽  
Test Validity ◽  
Sampling Technique ◽  
School Teachers ◽  
The Impact

The purpose of this researh (1) Know and analyze the effect of work motivation on the teachers performance  (2) Determine and analyze the impact of school leadership on the teachers performance (3) Know and analyze the influence of discipline on the teachers performance and (4) Determine and analyze the effect of work motivation, school leadership and discipline on the teachers performance.The population in this study were all elementary school teachers in the area of State Sarwas I UPP Petarukan Pemalang of as much as 128 teachers, obtained a sample of 97 people by using proportional random sampling technique. The data collection method used was a questionnaire. Analysis of the data used is descriptive analysis, test validity and test hypotheses that include multiple linear regression analysis. Analyzing data using SPSS for windows Release 21.Based on the results of this research is that (1) There is significant influence teachers' motivation to work on the performance of elementary school teachers in the District Sarwas I Petarukan Pemalang, with a contribution of 40.1%; (2) There was a significant effect of school leadership on the performance of elementary school teachers in the District Sarwas I Petarukan Pemalang, with a contribution of 68.00%; (3) There is significant influence of discipline on the performance of elementary school teachers in the District Sarwas I Petarukan Pemalang, with a contribution of 48.8%; (4) There is significant influence work motivation of teachers, school leadership and discipline on the performance of elementary school teachers in the District Sarwas I Petarukan Pemalang, with a contribution of 83.3%.

scholarly journals data output artikel bali 2018

2018 ◽  
Author(s):  
ivasarifah
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Self Efficacy ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Cognitive Test ◽  
School Teachers ◽  
Confirmatory Factor ◽  
Data Output

This study aims to analyze the effect of self-efficacy belief and knowledge in constructing tests on the quality of teacher in making mathematical cognitive test instruments. Data was conducted to 100 elementary school teachers. Analysis of this study using statistical Confirmatory Factor Analysis techniques is then calculated by The Estimate of Structural Equation Models (SEM). This study found that the role of self-efficacy beliefs and constructive knowledge had a significant impact on the quality of mathematical cognitive test instruments made by elementary school teachers.

scholarly journals data artikei ictest 2018

2018 ◽  
Author(s):  
ivasarifah
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Self Efficacy ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Cognitive Test ◽  
School Teachers ◽  
Analysis Techniques

This study aims to analyze thee ffect of self-efficacy belief and knowledge in constructing tests on thequality of teacher in making mathematical cognitive test instruments. Data was conducted to 100 elementary school teachers. Analysis of this study using statistica lConfirmatory Factor Analysis techniques is then calculated by The Estimate of Structural Equation Models (SEM). This study found that the role of self-efficacy beliefs and constructive knowledge had a significant impact on the quality of mathematical cognitive test instruments made by elementary school teachers.

scholarly journals PENGARUH KEPEMIMPINAN KEPALA SEKOLAH DAN EFIKASI DIRI GURU TERHADAP KINERJA GURU

2019 ◽  
Vol 1 (2) ◽  
pp. 173-188
Author(s):  
Nuzilal Haq ◽  
Imam Tholkhah ◽  
Amie Primarni
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Self Efficacy ◽  
Significance Test ◽  
School Principal ◽  
Coefficient Of Determination ◽  
Regression Equations ◽  
School Teachers ◽  
Research Hypothesis

ABSTRACT The phenomenon that occurs based on data from the Bogor District Education Office, regarding Elementary School Teachers in Cluster IV, Pamijahan sub-district, Bogor Regency, turns out that the performance of elementary school teachers is still low. This is shown from the average results of the performance evaluation of elementary school teachers in Cluster IV Pamijahan sub-district by the Bogor District Government in collaboration with the Bogor District Education Office in 2016 showing that the performance of elementary school teachers in Cluster IV Pamijahan sub-district Bogor Regency is relatively low at an average of 41 72%. If this problem does not get attention and is left by educators including the principal, then the quality of the learning process will remain low, making it impossible for efforts to improve the quality of education to achieve significant results. This study aims to determine and find the relationship between the principal's leadership and teacher's self-efficacy both together and partially with the performance of teachers in Cluster IV Pamijahan sub-district. This study uses correlational research methods to solve problems. The population in this study were all elementary school teachers in Cluster IV, Pamijahan sub-district, Bogor Regency with a total of 283 people. The sample in this study was taken with Stratifield Proportional Random Sampling totaling 166 respondents from 34 public elementary schools in Cluster IV Pamijahan sub-district. Data collection techniques for all variables using a questionnaire. Data analysis techniques using correlation analysis, multiple correlation, regression, multiple regression and coefficient of determination with the prerequisite test analysis is the normality test. Based on the results of the study it can be concluded: (1) Based on the results of the test of the significance of the correlation shows that t arithmetic > t table (2.268> 1.981) Thus the research hypothesis which states there is a relationship between the leadership of the school principal and the performance of elementary school teachers in group IV Pamijahan District is proven to be true. (2) Based on the results of testing the significance of the correlation shows that t arithmetic> t table (2.767> 1.981) Thus the research hypothesis which states that there is a relationship between self-efficacy and the performance of elementary school teachers in cluster IV Pamijahan District tested the truth. (3) Based on the results of the significance test of multiple linear regression equations, Fcount is 3.78 while Ftable for denominator 2 and numerator 109 for confidence level α = 0.05 is 3.08 which means the value of Fcount> Ftable (3.78> 3, 08). This shows that Ho was rejected, meaning Ha who stated there was a positive relationship between the principal's leadership and the teacher's self-efficacy together with the teacher's performance was acceptable Keywords: Teacher Performance, Principal Leadership and Teacher Self-Efficacy

scholarly journals Discipline approaches and interpersonal self-efficacy on elementary school teachers

2012 ◽  
Vol 2 (2) ◽  
pp. 15-28
Author(s):  
Öner Çelikkaleli ◽  
Yusuf İnandı
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Self Efficacy ◽  
School Discipline ◽  
Efficacy Beliefs ◽  
The Other ◽  
School Teachers ◽  
Student Centered ◽  
Efficacy Belief ◽  
Significant Relationships

The purpose of this study is to examine the reletionship between teachers discipline approachs and interpersonal self-efficacy belief. Furthermore, this research is to examine whether teacher' discipline approachs and interpersonal self-efficacy beliefs are varying according to gender, working experiences and professional positions. Participants of this study consistent of 198 (94 women, 95 man) elementary school teachers. In order to gathered data, School Discipline Aproach Scale and Teachers Interpersonal Self-efficacy Scale are used. According to tte findigs, there is negatively significant relationships between teachers' oppresive and compliance discipline approachs and teachers' interpersonal self-efficacy from colleagues, administrators and total interpersonal self-efficacy. There are no difference teachers' discipline approach and interpersonal self-efficacy accorging to gender. On the other hand, equitable and student-centered discipline approach are difference according to teachers working experince. Finally, I. Gradulal teachers' equitable and student-centered discipline approach scores more high II. Gradual teachers scores.

scholarly journals The Impact of Online Mentoring in Implementing RADEC Learning to the Elementary School Teachers’ Competence in Training Students’ Critical Thinking Skills: A Case Study During COVID-19 Pandemic

2021 ◽  
Vol 10 (3) ◽  
pp. 346-356
Author(s):  
H. Lestari ◽  
W. Sopandi ◽  
U. S. Sa'ud ◽  
B. Musthafa ◽  
D. Budimansyah ◽  
...  
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Elementary School Teachers ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Online Mentoring ◽  
School Teachers ◽  
Knowledge And Skills ◽  
The Impact

This study aims to describe the impact of online mentoring activities in implementing the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on the competence of elementary school teachers in training students’ critical thinking skills. The method was a pre-experiment with a one-group pretest-posttest design involving 25 elementary school teachers in Indonesia. The teachers received online mentoring in implementing RADEC learning model. The research instrument was a questionnaire to measure teachers’ knowledge and skills in training critical thinking. The data processing technique was carried out by calculating the mean and the percentage of each item to obtain a description of the teachers’ knowledge and skills in training students’ critical thinking before and after treatment. The data were analyzed inferentially with a paired sample t-test using SPSS version 22 software to see the impact of the treatment on teachers’ competence in training critical thinking. Based on the results of the paired-sample t-test, for both the knowledge and skills aspects, the probability value (sig) was 0.00 <0.05. This result means that there was a significant difference in the knowledge and skills of teachers in training students’ critical thinking skills before and after mentoring activities. The study results indicate that the online mentoring in implementing the RADEC learning model improved teachers’ competence in training elementary school students’ critical thinking skills. 

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