scholarly journals The influence of social support on teacher self-efficacy in novice agricultural education teachers

2017 ◽  
Author(s):  
◽  
Debra S. Korte
Keyword(s):  
Social Support ◽  
Teacher Retention ◽  
Novice Teachers ◽  
Agricultural Education ◽  
Self Efficacy ◽  
Primary Source ◽  
Target Population ◽  
Teachers Perceptions ◽  
Agricultural Education Teachers ◽  
Teacher Self Efficacy

Teacher self-efficacy affects student achievement, job satisfaction, and teacher retention. Although the benefits of social support have been extensively studied in medicine and psychology, limited research has been completed in education to evaluate the ways in which social support influences teacher self-efficacy. The purpose of this descriptive-relational study was to determine the influence of sources and types of support on teacher self-efficacy in novice agricultural education teachers. The target population was novice teachers of agriculture from Illinois (n = 192) and Indiana (n = 104). Teachers' perceptions of support from three non-school sources (e.g., spouse or partner, family, friends) and six school sources (e.g., administrators, teachers at school, teachers in FFA section or district, students, parents, community) of support within three support constructs were used to predict the contribution of social support on teacher self-efficacy. Novice agricultural education teachers' perceptions of support from school sources -- predominantly students and community -- explained 25.3 percent of the variance in teacher self-efficacy. Whereas mastery experiences are widely recognized as the primary source of self-efficacy, the results from this study imply the support (i.e., verbal or social persuasion) novice agricultural education teachers perceive from students and community are the most significant predictors of teacher self-efficacy. These findings advocate the need for novice teachers of agriculture to develop quality relationships with students and community members to increase teacher self-efficacy and potentially improve teacher retention.

scholarly journals Pengaruh Efikasi Diri dan Dukungan Sosial Guru Terhadap Prestasi Belajar Matematika Siswa

2019 ◽  
Vol 1 (1) ◽  
pp. 69-76
Author(s):  
Apolonia Letekina Uran ◽  
Samuel Igo Leton ◽  
Irmina Veronika Uskono
Keyword(s):  
Social Support ◽  
Regression Analysis ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
Self Efficacy ◽  
Mathematics Learning ◽  
Primary Data ◽  
Coefficient Of Determination ◽  
Learning Achievement ◽  
Teacher Self Efficacy

This study aims to determine the effect of self-efficacy and teacher social support on mathematics learning achievement of class VII students of one of the Private SMP in Kupang city social arithmetic material. The type of research used is quantitative with the statistical analysis used in this study, namely multiple regression analysis. The sample in this study is class VII A, amounting to 25 people randomly selected from 4 existing classes. The type of data in this research is primary data with data collection used, namely questionnaires and achievement test questions. Technical data analysis in this study used multiple regression analysis. Based on the partial test results on self efficacy showed that  = 3.164> 1.71 = , teacher social support obtained  = 2.954> 1.71 = , then with a significant level of 5% there is a partial effect on self-efficacy and social support teacher. Furthermore, the simultaneous test shows that = 55,176 and at a significant level of 5% which means that  = 55,176 > 3,44 = , then there is a simultaneous influence on teacher self-efficacy and social support . So, it was found that self-efficacy and social support of teachers had a significant influence on mathematics learning achievement both partially and simultaneously. Thus, it was concluded that there was an effect of teacher self-efficacy and social support on students' mathematics learning achievement. The coefficient of determination (R Square) = 0.834. This means that 83.40% of the variation in mathematics learning achievement can be explained by variations in the two variables, namely self-efficacy and teacher social support. Meanwhile, 16.60% is influenced by other variables.

scholarly journals Building the best : a quantitative evaluation of a state-level teacher retention strategy designed to increase self-efficacy, reflective capacity, and job satisfaction through effective professional development

2020 ◽  
Author(s):  
◽  
Tracy L. Gross
Keyword(s):  
Job Satisfaction ◽  
Teacher Retention ◽  
Reflective Practice ◽  
Self Efficacy ◽  
Protective Factor ◽  
State Level ◽  
The Body ◽  
Reflective Capacity ◽  
Teacher Self Efficacy ◽  
Support Teacher

"There are not enough teachers (Ingersoll, 2001; Ingersoll and Smith, 2003; Sutcher, et al., 2016). Focusing on retention is crucial to combatting shortages (Darling-Hammond, 2003); it is critical to specifically target retention of the very best teachers, who leave the profession at a greater rate and impact student learning the most (Jacob et al., 2012). Supporting teacher growth is a strategy to increase retention by providing career development, which improves working conditions, ultimately leading to increases in job satisfaction for teachers. Teacher self-efficacy and reflective practice are both related to teacher retention (Yost, 2006). Teacher self-efficacy is known to be a protective factor against burnout (Aloe et al., 2014; Brown, 2012; Brouwers et al., 2001; Cherniss, 1993; Schwerdtfeger, et al., 2008; Skaalvik and Skaalvik, 2007; Skaalvik and Skaalvik, 2010; Tschannen-Moran, et al., 1998) and is positively related to teacher retention (Kelley, 2004; Yost, 2006). Engaging in reflection with reflective supervision is correlated with desire for improvement and job satisfaction (Priddis and Rogers, 2018), both of which are connected to teacher retention. Missouri Teacher Academy is a state-level initiative designed to support teacher retention. The program content focuses on instructional strategies and student engagement, which are aligned to two of the dimensions measured by the TSES (Tschannen-Moran and Woolfolk Hoy, 2001). Additionally, the program emphasizes reflective practice, which has been found to be positively related to teacher self-efficacy (Babaei and Abednia, 2016). Given the relationship between teacher retention and self-efficacy (Kelley, 2004; Yost, 2006), program impacts on these two important constructs should be evaluated. The TSES (Tschannen-Moran and Woolfolk Hoy, 2001) and the RPQ (Priddis and Rogers, 2018; Rogers et al., 2019) were used to measure levels of participant self-efficacy and reflective capacity. The RPQ has not been used in an educational context, and this study may add to the body of research regarding the application of this tool across multiple disciplines. The results of this study may be used to inform future program and policy decisions regarding Missouri Teacher Academy."--from Summary

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