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 An Investigation of Pre-Service EFL Teachers’ Self-Efficacy Beliefs

2019 ◽  
Vol 3 (1) ◽  
pp. 41
Author(s):  
ÖZGÜL BALCI ◽  
FAHRETTİN ŞANAL ◽  
SELMA DURAK ÜĞÜTEN
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
State University ◽  
Sense Of Efficacy ◽  
Multiple Comparison Test ◽  
Efl Teachers ◽  
High Level ◽  
The University

The purpose of this study was to investigate pre-service English as a foreign language (EFL) teachers’ self-efficacy beliefs. The study was a descriptive study based on a single screening model. A total of 291 freshman, sophomore, junior and senior students studying at a state university in Turkey during the fall semester of the academic year 2018-2019 participated in the study. Teachers’ Sense of Efficacy Scale (TSES) which was originally developed by Tschannen-Moran & Woolfolk Hoy (2001) and adapted into Turkish by Çapa, Çakıroğlu, and Sarıkaya (2005) was used to determine pre-service EFL teachers’ self-efficacy beliefs. Pre-service EFL teachers’ self-efficacy beliefs were analyzed by descriptive statistics.  Differences in participants’ self-efficacy perceptions by class level were analyzed by one-way ANOVA. The Tukey multiple comparison test was used to determine significant differences among the different class levels. Research results revealed that pre-service EFL teachers had relatively high-level teacher self-efficacy perceptions in general and for classroom management, student engagement and instructional strategies subscales. Also, it was found that juniors had significantly higher scores than sophomores in both total scale and student engagement subscale. Total and subscale scores at other class levels did not differ significantly.  It was suggested that pre-service EFL teachers’ self-efficacy perceptions should be considered with greater attention in the ELT program at the university and special efforts are required to strengthen seniors’ self-efficacy perceptions.

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.

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 Comparison of sense of efficacy for pre-service and in-service teachers

2019 ◽  
Vol 66 ◽  
pp. 01019
Author(s):  
Şenol Şen
Keyword(s):  
Student Engagement ◽  
Data Collection ◽  
Classroom Management ◽  
Instructional Strategies ◽  
T Test ◽  
Short Version ◽  
Data Collection Tool ◽  
Test Analysis ◽  
Sense Of Efficacy ◽  
Significant Difference

The aim of this study was to compare the sense of efficacy for pre-service and in-service teachers. The study was conducted with 64 preservice (32 chemistry and 32 mathematics) and 64 in-service teachers (32 chemistry and 32 mathematics). The short version of the Teachers' Sense of Efficacy Scale (TSES) was used as a data collection tool. The scale was consisted of 12-items divided into three sub-scales, named as Efficacy for instructional Strategies, Efficacy for Classroom Management, and Efficacy for Student Engagement. An independent-samples t-test was used to compare the sense of efficacy scores for pre-service and in-service teachers. According to independent samples t-test analysis, there was only a statistically significant difference in Efficacy for Classroom Management scores for pre-service (M = 25.64, SD = 5.4) and in-service teachers (M = 28.06, SD = 2.17; t (126) = -3.329, p =.001, two-tailed). However, there was no significant difference in Efficacy for Instructional Strategies and Efficacy for Student Engagement scores for pre-service and in-service teachers.

Validity and reliability of the Italian version of the Teachers' Sense of Efficacy Scale

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Andrea Pintus ◽  
Chiara Bertolini ◽  
Lucia Scipione ◽  
Maja Antonietti
Keyword(s):  
Classroom Management ◽  
Instructional Strategies ◽  
Factor Structure ◽  
Self Efficacy ◽  
Factor Model ◽  
Validity And Reliability ◽  
Italian Version ◽  
Content Type ◽  
Sense Of Efficacy ◽  
Three Factor

PurposeThis study investigates the construct validity and reliability of the Italian version of the Teachers' Self-Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy (2001) and contributes to existing research aimed at exploring the elements and variables that influence teachers' self-efficacy levels.Design/methodology/approachThe instrument, translated and adapted in Italian by Cardarello et al. (2017), was tested on a sample of 349 in-service second grade teachers with similar demographic profiles (gender, age, seniority). The study analyzes the data following the exploratory factor analysis.FindingsThe results of this research confirm the relevance of the three-factor model, but opens the possibility of a different organizational structure of the items within the scale. In fact, the results confirmed both the original TSES three-factor structure (student engagement, classroom management, instructional strategies) and a new four-factor structure. The new four-factor structure recognizes two new factors of an instructional nature, “Inclusive instructional strategies, learner-centered” and “Traditional instructional strategies, teacher-centered.” The first one recalls beliefs about capabilities to use strategies and assessments focused on students' needs (inclusive perspective); the second one refers to the dimension of the disciplinary master.Originality/valueAccording to the idea that teachers' self-efficacy is a multidimensional construct, the findings of this study invite to reflect upon the meanings of scale application in different cultural contexts and open a discussion about instructional strategies and the experience of teaching in Italy.

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>

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