scholarly journals Influence of Social Support on Teacher Self-Efficacy in Novice Agricultural Education Teachers

2018 ◽  
Vol 59 (3) ◽  
pp. 100-123 ◽  
Author(s):  
Debra Korte ◽  
Jon Simonsen
Keyword(s):  
Social Support ◽  
Agricultural Education ◽  
Self Efficacy ◽  
Agricultural Education Teachers ◽  
Teacher Self Efficacy

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.

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