How do reflective conversations between a principal and a teacher promote teachers' perceptions of self-efficacy?

2021 ◽  
Author(s):  
Cheryl Ann Shaffer
Keyword(s):  
Self Efficacy ◽  
Teachers Perceptions ◽  
Reflective Conversations

scholarly journals Science Teachers’ Perceptions and Self-Efficacy Beliefs Related to Integrated Science Education

2021 ◽  
Vol 11 (6) ◽  
pp. 272
Author(s):  
Outi Haatainen ◽  
Jaakko Turkka ◽  
Maija Aksela
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Self Efficacy ◽  
Online Survey ◽  
Teaching Method ◽  
Survey Study ◽  
Integrated Education ◽  
Integrated Science ◽  
Teachers Perceptions ◽  
Key Factor

To understand how integrated science education (ISE) can be transferred into successful classroom practices, it is important to understand teachers’ perceptions and self-efficacy. The focus of this study is twofold: (1) to understand how teachers perceive ISE and (2) to assess if science teachers’ perceptions of and experiences with integrated education correlate with their views on self-efficacy in relation to ISE. Ninety-five Finnish science teachers participated in an online survey study. A mixed method approach via exploratory factor analysis and data-driven content analysis was used. Self-efficacy emerged as a key factor explaining teachers’ perceptions of and their lack of confidence in implementing ISE as well as their need for support. In addition, teachers regarded ISE as a relevant teaching method, but challenging to implement, and teachers primarily applied integrated approaches irregularly and seldom. Furthermore, teachers’ experiences with integrated activities and collaboration correlated with their views on integrated education and self-efficacy. These findings indicate teachers need support to better understand and implement ISE.

scholarly journals Relation of teacher self-efficacy and classroom practices: A preliminary investigation

2018 ◽  
Vol 40 (1) ◽  
pp. 25-48 ◽  
Author(s):  
Maria S. Poulou ◽  
Linda A. Reddy ◽  
Christopher M. Dudek
Keyword(s):  
Teacher Perceptions ◽  
Self Efficacy ◽  
Behavior Management ◽  
Management Practices ◽  
Classroom Practices ◽  
Preliminary Investigation ◽  
Individual Characteristics ◽  
Assessment System ◽  
Observation System ◽  
Teachers Perceptions

Teachers’ perceptions of self-efficacy are one of the few individual characteristics that predict teacher practice. There is limited research linking teachers’ perceptions of self-efficacy and actual classroom practices. The study examined teacher’ perceptions of self-efficacy and actual instructional and behavior management practices using the Classroom strategies assessment system (CSAS), a multidimensional validated observation system. Fifty-eight Greek teachers completed the Teacher sense of efficacy scale (TSES) and were observed using the CSAS by independent observers. Significant differences between teachers’ self-reported self-efficacy and observers’ ratings were found in the domain of instructional strategies. Implications for research, professional development and school psychological practice are discussed.

scholarly journals Teacher Perceptions of Climate, Motivation, and Self-Efficacy: Is There Really a Connection

2018 ◽  
Vol 6 (12) ◽  
pp. 48 ◽  
Author(s):  
Shemon J Reaves ◽  
Jeffry Allen Cozzens
Keyword(s):  
School Climate ◽  
School Districts ◽  
Intrinsic Motivation ◽  
Teacher Perceptions ◽  
Self Efficacy ◽  
Working Environment ◽  
Strong Positive Correlation ◽  
Teachers Perceptions ◽  
Job Satisfaction Survey ◽  
West Tennessee

This study investigated if correlations existed between teachers’ perceptions of elements of a safe and supportive school climate/working environment in regards to teachers’ intrinsic motivation and self-efficacy beliefs. Additionally, it examined the degree of significance when teachers feel safe and supported versus those that do not. Finally, it investigated which of the four elements has the greatest impact on intrinsic motivation and self-efficacy through the lens of educators to improve teaching, teacher retention, and job satisfaction. Survey data were collected from certified teachers in West Tennessee school districts. The responses to the Safe and Supportive School Questionnaire and Attitude Toward Teaching Survey provided quantitative data for analyses. A series of independent samples t-tests, liner regressions, and Spearman correlations revealed strong positive correlation existed between a number of the four elements and intrinsic motivation and self-efficacy. Additionally, it revealed teachers have significantly higher intrinsic motivation and self-efficacy in safe and supportive schools. Conclusions of this study and recommendations are outlined in this paper.

scholarly journals Supportive Peer Feedback in Tertiary Education: Analysis of Pre-Service Teachers’ Perceptions

2019 ◽  
Vol 9 (4) ◽  
pp. 280 ◽  
Author(s):  
Dolors Cañabate ◽  
Lluís Nogué ◽  
Teresa Serra ◽  
Jordi Colomer
Keyword(s):  
Self Efficacy ◽  
Tertiary Education ◽  
Peer Feedback ◽  
Education Institution ◽  
The Self ◽  
Teachers Perceptions ◽  
Bachelor's Degrees ◽  
Cognitive Feedback ◽  
Highly Correlated ◽  
Collaborative Activities

To acquire knowledge about student-mediated peer-to-peer collaborative activities, pre-service teachers’ perceptions of peer feedback are analyzed and categorized as receiver, provider, or cognitive feedback. A questionnaire of 15 survey questions concerning supportive feedback from peers was designed and validated using assessments from more than 200 pre-service teachers. The questionnaire was aligned with the activities promoting supportive feedback between pre-service teachers from three bachelor’s degrees at a tertiary education institution. Their perceptions were then quantified in terms of the peer feedback categories. While there were significant correlations between the scores for all 15 questions, real insights were produced when the highest correlations were analyzed. As such, being involved as both feedback providers and receivers was highly rated. The self-efficacy of pre-service teachers receiving feedback, (i.e., the extent to which peer instructional strategies and the selected learning tasks were cognitively challenging so as to improve receiver feedback), proved to be correlated with their perceptions of involvement, autonomy, and structure. Likewise, motivation for providing or receiving feedback was also closely correlated with the self-efficacy of pre-service teachers providing feedback. Finally, all three questions in the cognitive feedback category were highly correlated. The pre-service teachers were, thus, motivated to improve their learning and considered feedback as a useful task and as a way to strengthen their relationships with their peers.

A Case Study on Pre-Service English Teachers' Perceptions of Self-Efficacy and Integration of Information-Communication Technologies

2019 ◽  
pp. 274-290 ◽  
Author(s):  
Ilknur Istifci
Keyword(s):  
Teacher Education ◽  
Self Efficacy ◽  
English Language ◽  
Language Education ◽  
English Teachers ◽  
Comparison Method ◽  
Language Teachers ◽  
Structured Interviews ◽  
Language Teacher Education ◽  
Teachers Perceptions

The aim of this study is to find out pre-service English language teachers' ICT self-efficacy perceptions and ICT integration in their lessons. The data were collected from 60 pre-service English teachers in one of the state universities in Turkey via a questionnaire developed by Ekici, Ekici, and Kara. Semi-structured interviews were also carried out with some volunteering pre-service teachers. The questionnaire data were analyzed using the Statistical Package for Social Sciences (SPSS 22). Interview data were analyzed finding emerging themes and categorizing them using constant comparison method. The results showed that they use ICTs in their lessons mostly especially in practicum or macro and micro teaching sessions and they have high self-efficacy on ICT use in language education. Results also revealed some problems they encounter while using ICTs in language teacher education and their suggestions on how to improve their use. Based on the results, certain implications were drawn from the study in order to organize future teacher education programs that utilize ICTs.

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