scholarly journals The Effects of School Climate on Sixth Form Teachers’ Self-Efficacy in Malaysia

2021 ◽  
Vol 13 (4) ◽  
pp. 2011
Author(s):  
Azlin Norhaini Mansor ◽  
Mohd Zabil Ikhsan Mohamed Nasaruddin ◽  
Aida Hanim A. Hamid
Keyword(s):  
School Climate ◽  
Self Efficacy ◽  
University Education ◽  
Post Secondary ◽  
Strong Positive Relationship ◽  
Teacher Self Efficacy ◽  
High Level ◽  
Relationship Of ◽  
Form Transformation ◽  
Sixth Form

In Malaysia, sixth form is a post-secondary education that is comparable to pre-university programs such as A-level and Foundation qualifications. Enrolment in sixth forms has dwindled over the past ten years due to assumptions that the curriculum is difficult and because it is offered in regular secondary schools. Thus, the sixth form transformation program was introduced in 2015 with the purpose to rebrand sixth form education to a new setting comparable to other pre-university education, with a focus on improving the school climate and increasing teacher self-efficacy. Therefore, this study was conducted to identify the level and relationship of the school climate on teacher self-efficacy. This survey was carried out using a questionnaire instrument, involving 695 sixth form teachers currently in Selangor. The findings showed that the level of school climate and teacher self-efficacy in all sixth form centers were at a high level. There was also a strong positive relationship between the school climate and sixth form teachers’ self-efficacy. Social and academic dimensions contributed significantly to the teacher self-efficacy of 38%. Hence, further studies looking at aspects that suggestively contribute to the school climate should be given due attention to ensure that transformation planning can be implemented as intended.

scholarly journals Kernel Causality Among Teacher Self-Efficacy, Job Satisfaction, School Climate, and Workplace Well-Being and Stress in TALIS

2021 ◽  
Vol 12 ◽  
Author(s):  
Xue Zhang ◽  
Chunyang Zhao ◽  
Yuqiao Xu ◽  
Shanhuai Liu ◽  
Zhihui Wu
Keyword(s):  
Job Satisfaction ◽  
School Climate ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Well Being ◽  
Individual Characteristics ◽  
Response Style ◽  
Extreme Response Style ◽  
Extreme Response ◽  
Teacher Self Efficacy

Teachers play an important role in the educational system. Teacher self-efficacy, job satisfaction, school climate, and workplace well-being and stress are four individual characteristics shown to be associated with tendency to turnover. In this article, data from the Teaching and Learning International Survey (TALIS) 2018 teacher questionnaire are analyzed, with the goal to understand the interplay amongst these four individual characteristics. The main purposes of this study are to (1) measure extreme response style for each scale using unidimensional nominal response models, and (2) investigate the kernel causal paths among teacher self-efficacy, job satisfaction, school climate, and workplace well-being and stress in the TALIS-PISA linked countries/economies. Our findings support the existence of extreme response style, the rational non-normal distribution assumption of latent traits, and the feasibility of kernel causal inference in the educational sector. Results of the present study inform the development of future correlational research and policy making in education.

Transformational Leadership and its Impact on School Climate and Teachers’ Self-Efficacy in Indonesian High Schools

2017 ◽  
Vol 27 (2) ◽  
pp. 269-296 ◽  
Author(s):  
Enceria Damanik ◽  
Jill Aldridge
Keyword(s):  
High Schools ◽  
School Climate ◽  
Principal Leadership ◽  
Self Efficacy ◽  
Structural Equation ◽  
Sense Of Self ◽  
Equation Modeling ◽  
Intellectual Stimulation ◽  
Individual Support ◽  
Teacher Self Efficacy

This study examined the relationships between principals’ leadership, school climate, and teachers’ sense of self-efficacy. Drawing on existing scales, this study examined six aspects of principal leadership (professional interaction, participatory decision-making, individual support, intellectual stimulation and moral perspective) and four school climate factors (staff collegiality, goal consensus, work pressure, resource adequacy, and staff freedom). The participants included 604 Indonesian teachers drawn from 27 high schools. The data were analysed using Structural Equation Modeling. The results indicated statistically significant and positive relationships between leadership style, school climate, and teacher self-efficacy. With the exception of individual support, the relationships between principal leadership and teacher self-efficacy were largely indirect, mediated through staff collegiality and goal consensus.

scholarly journals THE RELATIONSHIP BETWEEN SELF-EFFICACY AND TEACHER WORK COMMITMENT IN MODERATE PERFORMING SCHOOL IN KELANTAN

2021 ◽  
Vol 6 (40) ◽  
pp. 264-273
Author(s):  
Musliza Jusoh ◽  
Siti Noor Ismail
Keyword(s):  
Self Efficacy ◽  
School Administrators ◽  
Pearson Correlation ◽  
Teaching Profession ◽  
Teacher Commitment ◽  
Work Commitment ◽  
Cross Sectional Survey ◽  
Teacher Self Efficacy ◽  
High Level ◽  
The Relationship

Teaching and learning (TnL) is an important process that contributes to student academic achievement. While the effectiveness of TnL depends on the effectiveness and commitment of teachers. Thus, this study aims to identify the relationship between self-efficacy and teacher commitment in moderate performing secondary schools in the state of Kelantan. This study uses a quantitative approach in the form of a cross-sectional survey involving 351 respondents of teachers from 18 schools involved. The research instrument consisted of a set of questionnaires consisting of 20 items for teacher self-efficacy and 13 items related to teacher commitment. The study data were analyzed using Statistical Package of Social Science (SPSS) version 25 which involved Pearson correlation analysis. The findings showed that there was a significant strong relationship between teacher self-efficacy and teacher commitment (r = 0. 85, p <0.1). This shows that the level of self-efficacy of a teacher has an effect on teacher commitment. When the teacher has a high level of self-efficacy, then the level of their work commitment will also increase. Therefore, school administrators must ensure that teachers and staff in their schools are always exposed to courses and workshops to strengthen self-efficacy so that their level of self-efficacy is always at a high level. The findings of this study can be used as a guide to school administrators and teachers in organizing continuous teacher professional development strategies towards strengthening the level of self-efficacy of teachers, which in turn high work commitment among teachers can also be produced. The findings of this study also provide a meaningful contribution to educational practitioners in strengthening the ethics of teacher professionalism through the important elements of self-efficacy and teacher commitment towards enabling the teaching profession in schools to realize educational excellence.

The relation between school climate and preschool teacher stress

2019 ◽  
Vol 57 (6) ◽  
pp. 748-767 ◽  
Author(s):  
Bi Ying Hu ◽  
Yuanhua Li ◽  
Chuang Wang ◽  
Barry Lee Reynolds ◽  
Shuang Wang
Keyword(s):  
School Climate ◽  
Self Efficacy ◽  
Teacher Stress ◽  
Teacher Professionalism ◽  
Preschool Teacher ◽  
Content Type ◽  
Mediating Role ◽  
Collegial Leadership ◽  
Teacher Self Efficacy

Purpose The purpose of this paper is to examine the relationship between school climate and teacher stress. Specifically, the authors construct two parsimonious models to test two main hypotheses. First, whether preschool collegial leadership predicts teachers’ job stress through the mediating role of teacher self-efficacy; second, whether teacher professionalism influences teachers’ perceptions of occupational stress through the mediating role of teacher self-efficacy. Design/methodology/approach The authors conceptualized the mediating role of teacher efficacy as an important mechanism that can help to explain the effect of school climate on teacher stress. School climate consisted of two dimensions: principal collegial leadership and professionalism. Therefore, the authors constructed and examined two mediation models by using Bootstrapping mediation modeling: first, preschool teacher self-efficacy as a mediator between preschool collegial leadership and teacher stress; second, preschool teacher self-efficacy as a mediator between preschool teacher professionalism and teacher stress. Findings Results from two mediation analyses showed that principal collegial leadership exerts a significant negative effect on preschool teachers’ stress through the mediating role of teacher self-efficacy. Moreover, professionalism was also a significant predictor of preschool teachers’ stress through the mediating role of teacher self-efficacy. Research limitations/implications This study contributes to the literature in terms of understanding the mechanism of how school climate helps to reduce teacher stress. First, the authors found that teachers’ individual well-being can be efficiently enhanced through a more collegial leadership. Second, the preschool leadership teams can create a supportive climate to reduce teachers’ stress by improving teachers’ professionalism. Originality/value This study offers a new perspective about understanding the internal and external mechanism of teacher stress. The authors discussed the results in light of the recent push by the Chinese Government to teacher quality improvement in early childhood education. The authors argued for prioritizing support for building a supportive school climate for teachers.

scholarly journals Enhancing Teacher Self-Efficacy in Multicultural Classrooms and School Climate: The Role of Professional Development in Multicultural Education in the United States and South Korea

AERA Open ◽  
2020 ◽  
Vol 6 (4) ◽  
pp. 233285842097357 ◽  
Author(s):  
Soobin Choi ◽  
Se Woong Lee
Keyword(s):  
Professional Development ◽  
United States ◽  
School Climate ◽  
South Korea ◽  
Multicultural Education ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
The United States ◽  
Multicultural Classrooms ◽  
Teacher Self Efficacy

The modern classroom is becoming increasingly diverse, with many countries seeking to develop teacher self-efficacy in multicultural classrooms (TSMC) to effectively teach diverse students by offering professional development in multicultural education (PDME). Using the Teaching and Learning International Survey 2018, we examine whether the teachers’ experience in PDME improves TSMC, as well as whether TSMC mediates the relationship between PDME and teachers’ perceptions of school climate in secondary schools in the United States and South Korea. We find a significant positive relationship between PDME and TSMC and that TSMC plays a mediating role between PDME and school climate. The findings suggest that PDME not only plays a key role in enhancing TSMC but also promotes a positive school climate.

scholarly journals Examining the Relationship between Pre-Service Teachers’ Critical Thinking Disposition, Problem Solving Skills and Teacher Self-Efficacy

2017 ◽  
Vol 10 (6) ◽  
pp. 23 ◽  
Author(s):  
Ramazan Cansoy ◽  
Muhammet Emin Turkoglu
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Self Efficacy ◽  
Linear Regression Analysis ◽  
Efficacy Beliefs ◽  
University Education ◽  
Problem Solving Skills ◽  
Critical Thinking Disposition ◽  
Teacher Self Efficacy ◽  
Thinking Disposition

The aim of this study was to examine the relationships between the pre-service teachers’ critical thinking disposition, problem-solving skills and self-efficacy beliefs. The participants of the study were 519 pre-service teachers from Afyon Kocatepe University, Education Faculty. Critical Thinking Disposition, Problem Solving Inventory, and Teacher Self-efficacy Scale were used to collect the data. Arithmetic mean, Pearson Product-Moment Correlation Coefficient and Multiple Linear Regression Analysis were employed in data analysis. The results of the study revealed that the pre-service teachers’ critical thinking disposition was low, problem-solving skills were moderate and teacher self-efficacy perceptions were quite adequate. However, the critical thinking disposition and problem-solving skills revealed significant positive correlations with all dimensions of teacher self-efficacy. An important finding is that critical thinking disposition and problem-solving skills were positive and significant predictors of all sub-dimensions of teacher self-efficacy beliefs.

Sign in / Sign up

Export Citation Format

Share Document