Intervening in Bullying: Differences across Elementary School Staff Members in Attitudes, Perceptions, and Self-Efficacy Beliefs

2015 ◽  
Vol 37 (3) ◽  
pp. 175-184 ◽  
Author(s):  
A. Williford
Keyword(s):  
Elementary School ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
School Staff ◽  
Staff Members

Do I Trust Sending My Kid Back to School?

2021 ◽  
Vol 24 (4) ◽  
pp. 16-29
Author(s):  
Jeremy D. Visone
Keyword(s):  
Elementary School ◽  
Staff Member ◽  
School Community ◽  
Emergency Evacuation ◽  
School Experiences ◽  
School Staff ◽  
Safety Concerns ◽  
Staff Members ◽  
Emergency Event ◽  
Trust In Schools

A suburban elementary school experiences an emergency evacuation. This evacuation event reveals trust and safety concerns. Some parents, staff members, and children express safety concerns, and a key school staff member questions the judgment of another staff member during the emergency event, exacerbating existing tensions between the two. The principal must move the school community forward, while re-establishing trust and addressing safety concerns. Frameworks for repairing trust and trust in schools are considered.

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 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.

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