scholarly journals The Relationship Between Classroom Management Skills And Self-Efficacy Beliefs Of Secondary School Teachers: An Example of Ankara City

2017 ◽  
Vol 10 (2) ◽  
pp. 298-319
Author(s):  
Yücel KAYABAŞI ◽  
Esra YENİCELİ ◽  
Ela ATAMAN ◽  
Seda ŞAHİN ◽  
Nilüfer NACAR
Keyword(s):  
Secondary School ◽  
Classroom Management ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Efficacy Beliefs ◽  
Management Skills ◽  
School Teachers ◽  
The Relationship

scholarly journals Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers

2020 ◽  
Vol 12 (10) ◽  
pp. 3950
Author(s):  
David Aparisi ◽  
Lucía Granados ◽  
Ricardo Sanmartín ◽  
María Carmen Martínez-Monteagudo ◽  
José Manuel García-Fernández
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Lower Probability ◽  
School Teachers ◽  
Different Dimensions ◽  
Mood Scale ◽  
The Relationship ◽  
General Self Efficacy

The aim of this study was to examine the relationship between emotional intelligence (EI), generativity and self-efficacy, identifying different profiles of emotional intelligence. 834 secondary school teachers participated in the study by completing the Trait Meta-Mood Scale–24 (TMMS–24), the Loyola Generativity Scale and the General Self-Efficacy Scale. Cluster analysis identified four EI profiles: the first with high scores in attention and low scores in repair, the second with high scores in all dimensions of EI, the third with low scores in all EI dimensions and a fourth profile with low scores in attention and high scores in repair. Results showed significant statistical differences between the EI profiles found and the different dimensions of generativity and self-efficacy. Logistic regression analysis showed that EI was a statistically significant predictor of generativity, since teachers with high EI scores were more likely to present high scores in positive generativity and self-efficacy and lower probability of presenting high scores in generative doubts.

scholarly journals Evaluation Study Of Competencies Of Secondary School Teachers In Punjab In The Context Of Classroom Management

2009 ◽  
Vol 6 (7) ◽  
Author(s):  
Safia Saeed
Keyword(s):  
Teacher Training ◽  
Secondary School ◽  
Classroom Management ◽  
Classroom Environment ◽  
Secondary School Teachers ◽  
Management Skills ◽  
School Teachers ◽  
Teachers And Students ◽  
Training Institutions ◽  
Short Courses

There are so many characteristics and traits of personality and all the characteristics, qualities and competencies need training, grooming, improvement and development. The best classroom environment is one that results in efficient learning. Discipline involves employing guidance and teaching techniques to encourage students to become self-directive and therefore to create an atmosphere conducive to learning. Teachers are decision-makers as they manage the daily routines of their classrooms. Some teachers squeeze out every minute of learning possible. They are highly organized and well prepared, and they constantly think and plan ahead. This doesn’t mean that they create a cold classroom atmosphere where students feel unwelcome. Rather, they are warm and enthusiastic teachers who are simply well organized and equally well versed in teaching. The major objective of this study was as to investigate the problems of classroom management of the secondary school teachers in Punjab. The population of the study consisted of the heads of the teacher training institutions, teacher educators, heads of secondary schools, secondary school teachers, and students. The sample included randomly selected ten heads of teacher training institutions, 50 teacher trainers, 800 hundred heads of secondary schools, 4,000 secondary school teachers and 4,000 students. Four questionnaires (one each for heads, teacher trainers, teachers and students) were developed for collection of data. Data were collected, analyzed and interpreted in the light of objective by using the Chi- Square. It was concluded from the study that the majority of respondents agreed that secondary school teachers were aware of time management skills, kept the classroom environment conducive for learning, and improved the learning skills of the students by using different behavior modification techniques. The majority of respondents agreed that secondary school teachers were dealing with the students in a non-psychological way; it was the common areas in which secondary school teachers had weak competencies. For improving the classroom management skills, in-service short courses should be planned and attendance of secondary school teachers in such courses should be made obligatory. For maintaining the discipline in the class, teacher should be trained in such a way that they properly understand each and every method with its proper use in particular situations. Short courses, seminars and symposia should be organized on a regular basis to refresh the knowledge of working secondary teachers. Teachers should understand human, as well as educational, psychology and apply it in their teaching process in the classroom.

scholarly journals Professional Commitment of Secondary School Teachers in relation to their Self-Efficacy

2019 ◽  
Vol 7 (1) ◽  
pp. 35-38
Author(s):  
Hadiya Habib
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Teacher Educators ◽  
Secondary School Teachers ◽  
The Self ◽  
Professional Commitment ◽  
School Teachers ◽  
Male And Female ◽  
Significant Difference ◽  
The Relationship

In the present investigation, an attempt has been made to study and compare the Professional Commitment of secondary school teachers, to study and compare the Self-efficacy of secondary school teachers and to find out the relationship between Professional Commitment and Self-efficacy of secondary school teachers. A sample of 100 teacher educators working in government schools of district Ganderbal was selected through Purposive sampling technique. Professional Commitment Scale for teacher educators by Sood (2011) and Teacher Self-efficacy scale by Ralf Schwarzer, Gerdamarie S.Schmitz and Gary T. Dayter (1999) were used for data collection. Mean, SD and t-test were used to compare the professional commitment of male and female secondary school teachers and to compare self-efficacy of male and female secondary school teachers. Pearson’s correlation was applied to find out the relationship between Professional Commitment and Self-efficacy of secondary school teachers. The findings of the study revealed that female secondary school teachers have higher professional commitment as compare as to male secondary school teachers. No significant difference was found in the Self-efficacy of secondary school teachers and significant positive correlation was found between Professional Commitment and Self-efficacy of secondary school teachers.

scholarly journals Determining the secondary school teachers’ self-efficacy beliefs about teaching professionOrtaokullarda görev yapan öğretmenlerin öğretmenlik mesleğine yönelik öz yeterlik algilarinin incelenmesi

2016 ◽  
Vol 13 (2) ◽  
pp. 2488
Author(s):  
Bülent Döş ◽  
Gülay Özdemir Doğan
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Secondary School Teachers ◽  
Efficacy Beliefs ◽  
Teaching Profession ◽  
The Self ◽  
Survey Method ◽  
School Teachers ◽  
Arithmetic Means

Self-efficacy refers to beliefs about one’s capabilities to learn or perform behaviors at designated levels (Bandura, 1997). The main aim of this study is to determine the self-efficacy beliefs of teachers about teaching profession. The research was designed based on a descriptive survey method. The research group comprised 217 secondary school teachers working in 22 schools in Gaziantep city center in Turkey. The data were collected using the Teachers’ Sense of Efficacy Scale originally developed by Tschannen-Moran ve Woolfolk Hoy (2001) and adapted to Turkish by Çapa, Çakıroğlu, Sarıkaya (2005). The data were analyzed using basic descriptive statistics (arithmetic means and standard deviations), independent samples t test and one way Anova analysis.As a result of the study it was concluded that participating secondary school teachers had favorable beliefs of self-efficacy in terms of teaching profession. We can conclude that gender is not effective according to the context of the self-efficacy. Subjects taught are not related with self-efficacy in this study. Finally this study showed that reward and punishment is very important for the self-efficacy beliefs of the secondary teachers. Because self-efficacy influences academic motivation some activities can be done to increase the self-efficacy beliefs of the teachers by providing different reward system. ÖzetÖz-yeterlik bireylerin herhangi bir performansa yönelik kendileri hakkında algıları şeklinde tanımlanmaktadır. Öğretmenlerin mesleklerine ilişkin öz-yeterlik algıları öğretimin kalitesini doğrudan etkileyen faktörlerden birisidir. Ortaokul öğretmenlerinin öğretmenlik mesleğine yönelik öz yeterlik algılarının araştırıldığı bu çalışma betimsel bir tarama çalışmasıdır. Araştırma 2013–2014 eğitim-öğretim yılında Gaziantep İl Milli Eğitim Müdürlüğüne bağlı olan 22 ortaokulda görev yapan 217 öğretmenle gerçekleştirilmiştir. Araştırmada veriler orjinali Tschannen-Moran ve Woolfolk Hoy (2001) tarafından geliştirilen ve Türkçeye adaptasyonu Çapa, Çakıroğlu, Sarıkaya (2005) tarafından yapılan  “Öğretmen Öz-yeterlik” ölçeği kullanılmıştır. Veriler SPSS programı ile, frekans, yüzde, varyans analizi, bağımsız gruplar t-testi gibi tekniklerle analiz edilmiştir. Araştırmadan elde sonuçlara göre öğretmenlerin mesleklerine yönelik öz-yeterlik algıları yüksektir, cinsiyete, branşa ve sınıf mevcuduna göre değişmemektedir. Ancak öğretmenlerin öz-yeterlik algıları almış oldukları disiplin cezalara ve ödüllere göre değişiklik göstermektedir. Araştırmadan elde edilen sonuçlar ışığında öğretmenlerin öz-yeterliklerini artırıcı ödül uygulamaları ve öz-yeterliğe etkisi zayıf ceza uygulamalarının geliştirilmesi önerilmektedir.

Examining Correlates between School Teacher’s Self-Efficacy and Their Job Involvement

2017 ◽  
Vol 3 (12) ◽  
pp. 194
Author(s):  
Shalini Srivastava ◽  
Gaurav Tiwari ◽  
Anugamini Priya Srivastava
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Secondary School Teachers ◽  
School Context ◽  
Job Involvement ◽  
The Self ◽  
School Teachers ◽  
Deviation Analysis ◽  
The Relationship

The objective of this study is to examine the relationship between self-efficacy and job involvement. Data for the study was collected from secondary school teachers of Uttarakhand region, India. Validity, internal consistency and reliability of the measures were evaluated. Correlation analysis, mean and standard deviation analysis was conducted to evaluate the hypothesis. Findings indicate that the measures of self-efficacy and job involvement are capable of generalization in secondary school context. Further teacher self-efficacy was positively and significantly correlated to teacher sense of job involvement. This study is important as it contributes towards the self-cognitive theory provided by Bandura.

scholarly journals STUDENT MISBEHAVIOUR, TEACHER SELF-EFFICACY, BURNOUT AND JOB SATISFACTION: EVIDENCE FROM CROATIA

2021 ◽  
Vol 79 (4) ◽  
pp. 657-673
Author(s):  
Tomislava Vidić ◽  
Marina Đuranović ◽  
Irena Klasnić
Keyword(s):  
Job Satisfaction ◽  
Secondary School ◽  
Classroom Management ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Teaching Profession ◽  
Burnout Syndrome ◽  
School Teachers ◽  
Type Of School ◽  
Primary And Secondary School

Student misbehaviour is an increasing problem of contemporary school. The aim of this research was to examine the extent to which teachers perceive student misbehaviour, how self-efficient they are, how satisfied they feel with support from their environment and with the teaching job itself, and to which extent they experience the burnout syndrome. The research included 603 primary and secondary school teachers in the Republic of Croatia, and it found quite low, but significant negative correlations between student misbehaviour and teachers’ self-efficacy, personal accomplishment, and job satisfaction. Besides, positive correlations between student misbehaviour and teacher burnout were also proven. Statistically significant differences between primary and secondary school teachers were found in their experience of student misbehaviour, dealing with adversities related to student misbehaviour and provided support from expert associates. The results of regression analysis indicate that the overall misbehaviour and satisfaction with help from parents significantly contribute to satisfaction with the teaching profession, and emotional exhaustion and depersonalization lead to decrease of job satisfaction. The results also indicate that demographic characteristics, namely years in service and the type of school, do not contribute to the explanation of neither burnout nor job satisfaction. The implications applicable in practice could relate to the need for preventing student misbehaviour and empowering teachers, regardless of their in-service years and the type of school they work at. Keywords: burnout, classroom management, job satisfaction, quantitative methodology, self-efficacy

scholarly journals Analyzing the Link between Distributed Leadership and Teachers’ Self-Efficacy Beliefs at Secondary School Level

2021 ◽  
Vol 2 (2) ◽  
pp. 287-298
Author(s):  
Hakim Ali ◽  
Saba Akram ◽  
Muhammad Hafeez
Keyword(s):  
Secondary School ◽  
Distributed Leadership ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Efficacy Beliefs ◽  
Leadership Team ◽  
School Teachers ◽  
Independent Variables ◽  
School Sector ◽  
Coherent Leadership

School head teachers can no longer lead their schools on your own; they are obligated to cooperate with their leadership team members. They assign various leadership functions to teachers and allow them to contribute in decision-making process. In this context, this correlational study was mainly intended to analyze secondary school teachers’ perceptions regarding various functions of distributed leadership and to find out their relative weight in terms of predicting secondary school teachers’ self-efficacy beliefs. Furthermore, the effect of three demographical variables (i.e., gender, experience, school sector) was also studied in predicting teachers’ self-efficacy beliefs. A randomly selected sample of 1335 secondary school teachers completed self-report questionnaire comprising three parts i.e., demographic section, 23 item Distributed Leadership Inventory (Hulpia et al., 2009) and 10 item Teacher Self-efficacy Scale (Schwarzer et al.,1999). Results of descriptive analysis revealed that secondary school teachers perceived themselves as highly self-efficacious. Pearson correlation coefficient showed that all the independent variables related to distributed leadership i.e., support, supervision and coherent leadership team and dependent variable i.e., teacher self-efficacy were found to be substantially related with each other. Standard multiple regression analysis indicated that coherent leadership team variable was the strongest predictor of secondary school teachers’ self-efficacy beliefs. Results also suggested that coherence among leadership team affects secondary school teachers’ self-efficacy beliefs more positively in comparison with all the other independent variables. As regards demographical variables, school sector found to be a significant predictor of secondary school teachers’ self-efficacy beliefs. Finally, this study recommends that school leaders should work in cooperation with all the teachers with a clear view on school goals in a trustworthy and open environment avoiding any role conflicts.

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