Kepimpinan Transformasional Pengetua dan Efikasi Kendiri Guru: Satu Kajian Empirikal di Sekolah Menengah Persendirian Cina di Pulau Pinang, Malaysia

2020 ◽  
Vol 35 (2) ◽  
pp. 17-37
Author(s):  
Bee Chen Wong ◽  
Lei Mee Thien
Keyword(s):  
Transformational Leadership ◽  
Student Engagement ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Self Efficacy ◽  
Positive Relationship ◽  
Significant Positive Relationship ◽  
Significant Relationships ◽  
Teacher Self Efficacy ◽  
Variance Explained

The purpose of this study was to identify the relationships between transformational leadership dimensions and the dimensions of teacher self-efficacy in Malaysian Chinese Independent High Schools (CIHS) in Malaysia. This study employed a cross-sectional quantitative survey research design. Data were collected from five CIHS in Pulau Pinang. A total of 384 respondents from CIHS were participated in this study. This study used partial least squares structural equation modelling (PLS-SEM) approaches for data analysis. Findings showed that the charisma dimension has significant relationship with each dimensions of teacher self-efficacy: instructional strategies (β = 0.244, p < 0.05), classroom management (β = 0.264, p < 0.05), and student engagement (β = 0.192, p < 0.05). However, dimension of motivation inspiration has no significant relationships with each dimension of teacher self-efficacy: instructional strategies (β = −0.159, p = 0.061), classroom management (β = −0.185, p = 0.066), and student engagement (β = −0.195, p = 0.068). The dimension of individualised consideration has no significant positive relationship with instructional strategic (β = 0.109, p = 0.130). However, individualised consideration has significant positive relationship with classroom management (β = 0.309, p = 0.001) and student engagement (β = 0.336, p < 0.001). The dimension of intellectual motivation has significant positive relationship with instructional strategic (β = 0.225, p = 0.016). In contrast, no significant relationships were found between intellectual motivation and classroom management (β = 0.100, p = 0.162) as well as intellectual motivation and student engagement (β = 0.336, p < 0.001). Transformational leadership contributed 16.1% variance explained on instructional strategies, 15.8% variance explained on classroom management, and 18.1% variance explained on student engagement dimension. Implications and direction for future studies were discussed.

scholarly journals TEACHER SELF EFFICACY IN NATIONAL SECONDARY SCHOOLS AT PENINSULAR MALAYSIA

2021 ◽  
Vol 6 (40) ◽  
pp. 160-167
Author(s):  
Fei Shin Liang ◽  
Mei Kin Tai
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Self Efficacy ◽  
Peninsular Malaysia ◽  
Study Data ◽  
Three Dimensions ◽  
Sense Of Efficacy ◽  
Teacher Self Efficacy ◽  
High Level

Teacher self-efficacy is a cognitive process that allows an individual to measure the level of self-confidence in behavior change. In relation to that, this study was conducted to identify the level of self-efficacy of teachers in National Secondary School (SMK) in Peninsular Malaysia. Three dimensions namely Student Engagement, Instructional Strategies, and Classroom Management were measure in this study. There were 357 teachers selected randomly for this study. Data were collected through a questionnaire using the Teacher Sense of Efficacy Scale (TSES) instrument. Data were analyzed using descriptive statistics to describe the level of self-efficacy of teachers. The findings of the study show that the level of self-efficacy of teachers in SMK in Peninsular Malaysia at a high level (Mean = 4.15, SP = .425). Student Engagement dimension (Min = 4.11, SP = .443), Instructional Strategies dimensions (Mean = 4.15, SP = .456) and Classroom Management dimension (Mean = 4.19, SP = .491).

scholarly journals The Impact of Practicum on Pre-Service EFL Teachers’ Self-Efficacy Beliefs: First Step into Professionalism

2021 ◽  
Vol 9 (4) ◽  
pp. 223-235
Author(s):  
İlknur Eğinli ◽  
Mehdi Solhi
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Self Efficacy ◽  
Null Hypothesis ◽  
Efficacy Beliefs ◽  
Effect Sizes ◽  
Efl Teachers ◽  
Practicum Experience ◽  
The Impact

This study sought to investigate changes in pre-service EFL teachers’ self-efficacy beliefs before and after the practicum experience at school. The data were collected using the same 24-item teacher sense of efficacy (TSE) scale. Three null hypotheses were formulated based on the subcategories of self-efficacy in the study (i.e., self-efficacy in student engagement, self-efficacy in applying instructional strategies, and self-efficacy in classroom management). The Wilcoxonsigned rank test runs on the pre-practicum and post-practicum results suggested that the null hypothesis that practicum would not bring about any change in student engagement should be rejected. According to the second null hypothesis, there would be no significant difference between pre-service EFL teachers’ pre-practicum and post-practicum self-efficacy in applying instructional strategies. Results indicated that we should reject the second null hypothesis, too, implying that pre-service teachers’ scores in this construct have also been significantly different from each other in the pretest and the posttest. The last hypothesis of interest was if pre-service EFL teachers’ selfefficacy in classroom management changes due to practicum experience. The data gathered implies that we should reject this hypothesis, possibly in favor of the premise that our practicing pre-service EFL teachers have made positive gains in their classroom management ability. If we compare the obtained results based on the effect sizes that we have calculated for them, although all of them are strong effect sizes, we can say that the pre-service EFL teachers’ self-efficacy has improved first in classroom management (r = 0.77), second in applying instructional strategies (r = 0.71), and third in student engagement (r = 0.622). The findings of the study are discussed in the light of implications to the language teacher education programs and the development of practicum experience.

scholarly journals The intervention of online teaching practicum to teachers’ sense of self-efficacy

2021 ◽  
Vol 10 (37) ◽  
pp. 190-201
Author(s):  
Suleyman Celik
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Student Teachers ◽  
Instructional Strategies ◽  
Mixed Method ◽  
Self Efficacy ◽  
Online Teaching ◽  
Sense Of Self ◽  
Structured Interview ◽  
Teaching Practicum

The purpose of this explanatory mixed method study was to investigate the effect of Online Based (OB) and Field Based (FB) teaching practicum experience on student teacher (ST)s’ sense of self efficacy levels in instructional strategies, student engagement and classroom management within the Faculty of Education at a private university in Erbil, Iraq. An explanatory mixed method was designed with two treatment groups. Both groups were administrated the Teacher Sense of Self-Efficacy Scale (TSES) theorized by Tschannen-Moran and Hoy (1998) . Since the results of the survey was different from what is being expected, a semi structured interview was held with a ST from each department. Results from the t-test demonstrated that the OB group (OBG) students demonstrated a very high-level sense of self-efficacy in terms of instructional strategies, student engagement and classroom management. However, after the interview it was figured out that the FB group (FBG) students improved their self-efficacy in the authentic school environment. This study demonstrated the importance of continuous, appropriate and authentic challenges in eventually establishing a stable sense of self-efficacy among student teachers.

scholarly journals Examining the measurement invariance of the teachers' sense of self-efficacy scale in terms of gender

2019 ◽  
Vol 8 (2) ◽  
pp. 213
Author(s):  
Yıldız Burcu Doğan ◽  
Huseyin Akar ◽  
Mehmet Üstüner
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Measurement Invariance ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Turkish Version ◽  
Current Structure ◽  
Configural Invariance ◽  
Turkish Culture

<span>The aim of this research </span><span lang="IN">was</span><span> to analyze the measurement invariance of the "Teachers' Sense of Self-Efficacy Scale," developed by Tschannen-Moran and Hoy, and adapted into Turkish and Turkish culture by Çapa, Çakıroğlu and Sarıkaya, with respect to gender. Turkish version of the scale consists of 24 items and 3 subscales. The scale measures pre-service teachers' and teachers' sense of and belief in self-efficacy for student engagement, classroom management and instructional strategies. Research revealed that the scale is being used by a myriad of researchers. The sample of this study consists of 267 female, 163 male pre-service teachers who participated in the Pedagogical Formation Certificate Traning at Inönü University in the 2017-2018 academic years. First of all, CFA was executed in order to confirm the validity of the scale's current structure for both genders which was confirmed based on the analysis results. Then, MGCFA was executed to analyze the scale's measurement invariance in terms of gender. The results of the MGCFA indicated that the scale has the measurement invariance with respect to gender at each of the stages of strict, metric, scalar and <br /> configural invariance.</span>

Changes in pre-service teacher self-efficacy for teaching in relation to professional experience placements

2022 ◽  
pp. 000494412110604
Author(s):  
Kang Ma ◽  
Anne McMaugh ◽  
Michael Cavanagh
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Self Efficacy ◽  
Teacher Education Program ◽  
Multilevel Modelling ◽  
Three Dimensions ◽  
Initial Teacher Education ◽  
Professional Experience ◽  
Teacher Self Efficacy ◽  
Pre Service Teacher

This article aims to contribute new, longitudinal evidence on teacher self-efficacy (TSE) by investigating changes in TSE over the last 2 years of an Australian initial teacher education program. Two hundred and one pre-service teachers were surveyed at three timepoints: (1) after the first professional experience placement, (2) before and (3) after the final placement, using the Scale for Teacher Self-Efficacy. Data were analysed using multilevel modelling. TSE for the domains of classroom management and student engagement decreased significantly between the first and before the commencement of the last professional experience placements. All three dimensions of TSE – instructional strategies, student engagement and classroom management – increased significantly during the final placement.

scholarly journals EFL TEACHERS’ SELF-EFFICACY BELIEFS AND THEIR (NON)-COMMUNICATIVE INSTRUCTIONAL PRACTICES

2021 ◽  
Vol 32 (2) ◽  
pp. 267
Author(s):  
Marzieh Sadat Mirmojarabian ◽  
Ehsan Rezvani
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Instructional Practices ◽  
Self Efficacy ◽  
Management Strategies ◽  
Efficacy Beliefs ◽  
Structured Interviews ◽  
Classroom Management Strategies ◽  
Efl Teachers

This study investigated Iranian EFL teachers’ self-efficacy beliefs (TSEBs) about instructional strategies, student engagement and classroom management strategies they adopt for teaching. It also examined the relationship between TSEBs concerning the three sub-efficacies and teachers’ use of (non) communicative instructional practices. The participants of the study were 48 EFL teachers in Iranian language institutes. A survey questionnaire, semi-structured interviews, and classroom observations were administered to collect the data needed. The results demonstrated that teachers regarded themselves as high-efficacious, and there was a moderate positive relationship between TSEBs in terms of the three sub-efficacies and communicative instructional practices. TSEBs towards instructional strategies had the highest contribution to explaining communicative practice, which was also confirmed by the interview results. The data from observations indicated that TSEBs were not realized regarding instructional strategies, but student engagement and classroom management strategies were reflected in teachers’ instructions.

scholarly journals A Report Of The Responses Of Botswana Junior Secondary School Teachers On The Three Subscales Of The Teachers Sense Of Efficacy Scale (TSES)

2012 ◽  
Vol 8 (2) ◽  
pp. 145-154
Author(s):  
Waitshega Tefo Smitta Dibapile
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Secondary School Teachers ◽  
Teacher Practices ◽  
Junior Secondary School ◽  
Sense Of Efficacy ◽  
Bonferroni Adjustment ◽  
Significant Relationships ◽  
Junior Secondary

The focus of this paper is to present the findings of the study on teacher efficacy and classroom management. To collect data a survey was administered to 1006 Botswana participants. Out of 1006 participants only 6 did not complete the survey. Pearson-product moment correlation was computed to analyze the data using Statistical Package of Social Sciences (SPSS). Pearson shows a correlation for the three subscales 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.For teacher practices items the results show that there is no significant relationship between the positive and negative practices reported by the teachers in regard to classroom management, student engagement, and instructional strategies. Bonferroni adjustment which changes from .05 to .017 shows no significant relationships.

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