Dimensions of Teacher Self-Efficacy for Inclusive Practices among Mainland Chinese Pre-Service Teachers

2013 ◽  
Vol 16 (2) ◽  
pp. 82-93 ◽  
Author(s):  
Olli-Pekka Malinen ◽  
Hannu Savolainen ◽  
Jiacheng Xu
Keyword(s):  
Inclusive Education ◽  
Self Efficacy ◽  
Second Order ◽  
Model Fit ◽  
Inclusive Practices ◽  
Mainland Chinese ◽  
Confirmatory Factor ◽  
Order Factor ◽  
Teacher Self Efficacy ◽  
The Relationship

Abstract Five hundred fifty mainland Chinese university students were given a questionnaire that contained a Teacher Efficacy for Inclusive Practices (TEIP) scale. The purpose of the study was a) to test the factor structure of teacher self-efficacy for inclusive practices, b) to investigate the relationship between teacher self-efficacy for inclusive practices and attitude toward inclusive education, and c) to study the relationship between participants' attitudes and other variables related to inclusive education. Confirmatory factor analysis gave support the hyphothesis of three correlated but separate factors of self-efficacy: Efficacy to use inclusive instructions, Efficacy in collaboration, and Efficacy in managing behaviour. As the initial factors were correlated, another model with second-order factor to which the three factors loaded, was tested. This model fit the data equally well. The second-order factor, which was named as General teacher self-efficacy for inclusive practices, explained significantly participants' attitudes to inclusive education.

scholarly journals Peran efikasi diri dalam memediasi interaksi mindfulness dan burnout pada guru sekolah dasar inklusif

2020 ◽  
Vol 9 (1) ◽  
pp. 118-139
Author(s):  
Putu Winda Yuliantari G.D. ◽  
Pratiwi Widyasari
Keyword(s):  
Teacher Efficacy ◽  
Primary School ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Maslach Burnout Inventory ◽  
Primary School Teacher ◽  
Inclusive Practice ◽  
Convenience Sampling ◽  
Teacher Self Efficacy ◽  
The Relationship

AbstractThe role of teachers, especially in primary school education, is something that needs to be considered as a form of anticipation of emotional fatigue that results in burnout. This study aimed to examine the effect of teacher self-efficacy in mediating the relationship of mindfulness to the domain of burnout conditions. Data collected from participants in inclusive primary school (n = 174) using convenience sampling techniques. This study used Mindfulness in Teaching Scale, Teacher Efficacy in Inclusive Practice, and Maslach Burnout Inventory-Educator Survey as measuring tools, which has been adapted to the context of inclusive education in Indonesia. The results of the regression test and the Sobel test showed that self-efficacy significantly mediates the relationship between mindfulness conditions and the domain of personal achievement in burnout conditions. The teacher's self-efficacy becomes an important thing to consider when wanting to handle mindfulness in helping to improve the domain of personal accomplishment in burnout conditions. Implications, limitations of the study, and suggestions for further research are discussed.Keywords: Burnout; Inclusive education; Mindfulness; Primary school teacher; Self-efficacy  AbstrakPeran guru terutama di pendidikan sekolah dasar menjadi hal yang perlu untuk diperhatikan sebagai bentuk antisipasi terhadap kondisi kelelahan emosional yang berujung pada burnout. Penelitian ini bertujuan menguji pengaruh efikasi diri guru dalam memediasi hubungan kondisi kesadaran (mindfulness) terhadap domain kondisi burnout. Pengambilan data partisipan penelitian di sekolah dasar inklusif (n=174) dilakukan dengan teknik convenience sampling. Penelitian ini menggunakan alat ukur Mindfulness in Teaching Scale, Teacher Efficacy in Inclusive Practice, dan Maslach Burnout Inventory-Educator Survey, yang telah diadaptasi ke dalam konteks pendidikan inklusif di Indonesia. Hasil uji regresi dan uji Sobel menunjukkan efikasi diri secara signifikan memediasi hubungan antara kondisi mindfulness dengan domain pencapaian personal pada kondisi burnout. Efikasi diri guru menjadi hal yang penting untuk diperhatikan ketika ingin melakukan penanganan terhadap kondisi kesadaran (mindfulness) dalam membantu meningkatkan domain pencapaian personal pada kondisi burnout. Implikasi, keterbatasan penelitian, dan saran untuk penelitian selanjutnya didiskusikan.Kata kunci: Burnout; Efikasi diri; Guru sekolah dasar; Mindfulness; Pendidikan inklusif

scholarly journals The Relationship Between Teacher Attitude and Self-Efficacy for Inclusive Practices in Turkey

2018 ◽  
Vol 6 (3) ◽  
pp. 6 ◽  
Author(s):  
Osman Özokcu
Keyword(s):  
Inclusive Education ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
Survey Design ◽  
Inclusive Practices ◽  
Inclusive Practice ◽  
Geographical Regions ◽  
Teachers Attitudes ◽  
Study Participants ◽  
The Relationship

This study aims to investigate the relationship between Turkish teachers’ attitudes and their self-efficacy for inclusive practices using a relational survey design. Study participants included a total of 1163 preschool, classroom, subject-matter, and special-education teachers from four different geographical regions in Turkey. The data was collected using the Sentiments, Attitudes, and Concerns about Inclusive Education Scale (SACIE-R) and the Teacher Efficacy for Inclusive Practice (TEIP) Scale. The data were analyzed using the Pearson Product-Moment Correlation and Multiple Linear Regression tests with the help of SPSS. The results reported a positive significant relationship between teachers’ attitudes and self-efficacy for inclusive practices. Results also revealed teacher self-efficacy to be a significant predictor of their attitudes towards inclusive education.

An Adapted Measure of Teacher Self-Efficacy for Preservice Teachers: Exploring its Validity Across two Countries

2014 ◽  
Vol 28 (3) ◽  
pp. 83-92 ◽  
Author(s):  
Franziska Pfitzner-Eden ◽  
Felicitas Thiel ◽  
Jenny Horsley
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Confirmatory Factor Analyses ◽  
3 Dimensional ◽  
Multiple Group ◽  
Three Samples ◽  
Confirmatory Factor ◽  
Teacher Self Efficacy ◽  
Dimensional Assessment ◽  
Metric Measurement

Teacher self-efficacy (TSE) is an important construct in the prediction of positive student and teacher outcomes. However, problems with its measurement have persisted, often through confounding TSE with other constructs. This research introduces an adapted TSE instrument for preservice teachers, which is closely aligned with self-efficacy experts' recommendations for measuring self-efficacy, and based on a widely used measure of TSE. We provide first evidence of construct validity for this instrument. Participants were 851 preservice teachers in three samples from Germany and New Zealand. Results of the multiple-group confirmatory factor analyses showed a uniform 3-factor solution for all samples, metric measurement invariance, and a consistent and moderate correlation between TSE and a measure of general self-efficacy across all samples. Despite limitations to this study, there is some first evidence that this measure allows for a valid 3-dimensional assessment of TSE in preservice teachers.

Beck Hopelessness Scale (BHS)

2015 ◽  
Vol 31 (1) ◽  
pp. 31-37 ◽  
Author(s):  
Paolo Iliceto ◽  
Emanuele Fino
Keyword(s):  
Second Order ◽  
Personality Questionnaire ◽  
Factor Analyses ◽  
Factor Solution ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Beck Hopelessness Scale ◽  
Order Factor ◽  
Model Invariance ◽  
Three Factor

The Beck Hopelessness Scale (BHS) is an instrument for assessing cognitive thoughts among suicidal persons. Previous studies have identified different factor structures of the BHS. However, results were not conclusive. The aim of this study was to test the factor structure of the BHS in a sample of Italian individuals (N = 509) from the community, and secondarily to investigate correlations between the BHS, depression (Beck Depression Inventory Second Edition), and personality traits (Zuckerman-Kuhlman-Aluja Personality Questionnaire). Following recommendations of previous investigations, we utilized a 5-point response format. We applied a second-order Confirmatory Factor Analyses and tested for the model invariance. The results suggest that besides a single second-order factor, a second-order three-factor solution is also reasonable, in line with Beck’s theorization.

Teachers' Attitudinal Orientation Towards the Socially Disadvantaged Students and their Education

2017 ◽  
Vol 7 (2) ◽  
pp. 47-72
Author(s):  
Anna Petr Šafránková ◽  
Tereza Humenská
Keyword(s):  
Inclusive Education ◽  
Family Environment ◽  
Self Efficacy ◽  
Pearson Correlation ◽  
Teaching Experience ◽  
Research Survey ◽  
Socially Disadvantaged ◽  
Individual Variables ◽  
Questionnaire Method ◽  
The Relationship

In the context of education of socially disadvantaged pupils and the perspective of inclusive education, the teacher occupies a significant position. The presented study focuses on the issue of education of socially disadvantaged pupils, respectively its aim is to present results of the research survey focused on the attitudinal orientation of teachers in Pardubice, Liberec and Ústí nad Labem regions (n = 122) towards the socially disadvantaged pupils. Further, its goal is to find out whether there exists a relation between the teacher's attitudinal orientation and the region, his/her age, the length of the teaching experience, his/her experience with socially disadvantaged pupils education and their self-efficacy. In order to achieve research goals the Likert-type questionnaire method was used and as a research tool Teacher self-efficacy. The obtained data were subjected to factor analysis, in order to verify the relation between individual variables ANOVA was used, further Kruskal-Wallis test, Mann-Whitney test and Pearson correlation coefficient were used. It was found out that teachers evaluate the group of socially disadvantaged pupils rather negatively, on the other hand, they evaluate the possibility to reduce or overcome their disadvantage originating from the family environment they come from rather positively and also they perceive the relationship between the school and the socially disadvantaged pupils rather positively. The teachers' attitudinal orientation is not related to the previous experience with the education of socially disadvantaged pupils, the length of their teaching experience and region where the teachers work. On the contrary, the relation between teachers' attitudinal orientation and age and self-efficacy was proved.

scholarly journals More comprehensively measuring quality of life in life-threatening illness: the McGill Quality of Life Questionnaire – Expanded

2019 ◽  
Vol 18 (1) ◽  
Author(s):  
S. Robin Cohen ◽  
Lara B. Russell ◽  
Anne Leis ◽  
Javad Shahidi ◽  
Pat Porterfield ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Second Order ◽  
Model Fit ◽  
Life Questionnaire ◽  
Quality Of Life Questionnaire ◽  
Healthcare Environment ◽  
Life Threatening Illness ◽  
Life Threatening ◽  
Order Factor

Abstract Background Domains other than those commonly measured (physical, psychological, social, and sometimes existential/spiritual) are important to the quality of life of people with life-threatening illness. The McGill Quality of Life Questionnaire (MQOL) – Revised measures the four common domains. The aim of this study was to create a psychometrically sound instrument, MQOL – Expanded, to comprehensively measure quality of life by adding to MQOL-Revised the domains of cognition, healthcare, environment, (feeling like a) burden, and possibly, finance. Methods Confirmatory factor analyses were conducted on three datasets to ascertain whether seven new items belonged with existing MQOL-Revised domains, whether good model fit was obtained with their addition as five separate domains to MQOL-Revised, and whether a second-order factor representing overall quality of life was present. People with life-threatening illnesses (mainly cancer) or aged > 80 were recruited from 15 healthcare sites in seven Canadian provinces. Settings included: palliative home care and inpatient units; acute care units; oncology outpatient clinics. Results Good model fit was obtained when adding each of the five domains separately to MQOL-Revised and for the nine correlated domains. Fit was acceptable for a second-order factor model. The financial domain was removed because of low importance. The resulting MQOL-Expanded is a 21-item instrument with eight domains (fit of eight correlated domains: Comparative Fit Index = .96; Root Mean Square Error of Approximation = .033). Conclusions MQOL-Expanded builds on MQOL-Revised to more comprehensively measure the quality of life of people with life-threatening illness. Our analyses provide validity evidence for the MQOL-Expanded domain and summary scores; the need for further validation research is discussed. Use of MQOL-Expanded will enable a more holistic understanding of the quality of life of people with a life-threatening illness and the impact of treatments and interventions upon it. It will allow for a better understanding of less commonly assessed but important life domains (cognition, healthcare, environment, feeling like a burden) and their relationship to the more commonly assessed domains (physical, psychological, social, existential/spiritual).

scholarly journals Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices

2021 ◽  
Vol 13 (4) ◽  
pp. 2300
Author(s):  
Constanza San Martin ◽  
Chenda Ramirez ◽  
Rubén Calvo ◽  
Yolanda Muñoz-Martínez ◽  
Umesh Sharma
Keyword(s):  
Inclusive Education ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Inclusive Classrooms ◽  
Inclusive Practices ◽  
Teacher Qualification ◽  
Service Training ◽  
Teachers Attitudes ◽  
Attitudes Towards Inclusion

Teachers play an important role in the success of inclusive practices for diverse learners in regular classrooms. It is, therefore, important to examine their beliefs and preparation to teach in inclusive classrooms. The main purpose of this study was to analyze the attitude of active Chilean teachers (n = 569) towards inclusion, their self-efficacy regarding inclusive practices, and their intention to teach in inclusive classrooms. Our secondary objectives were to explore the relationship between their attitudes and self-efficacy and to determine the influence of demographic and professional variables on these two constructs. A positive and significant relationship between teachers’ attitude and self-efficacy was found. Teacher qualification was not significantly related to attitudes towards inclusion but was negatively associated with their self-efficacy beliefs concerning inclusive practices. Secondary education teachers reported lower teaching efficacy beliefs for inclusion than pre-school, primary, and special education teachers. The type of school emerged as a significant predictor of teachers’ attitude and self-efficacy beliefs. The implications of this research and need for additional teacher and in-service training to improve educators’ attitudes and self-efficacy are discussed.

scholarly journals Examining the Impostor-Profile—Is There a General Impostor Characteristic?

2021 ◽  
Vol 12 ◽  
Author(s):  
Fabio Ibrahim ◽  
Johann-Christoph Münscher ◽  
Philipp Yorck Herzberg
Keyword(s):  
Convergent Validity ◽  
Factor Model ◽  
Second Order ◽  
Model Fit ◽  
Impostor Phenomenon ◽  
General Factor ◽  
Order Model ◽  
First Order ◽  
Order Factor ◽  
Best Fit

The Impostor-Profile (IPP) is a six-dimensional questionnaire measuring the Impostor Phenomenon facets. This study aims to test (a) the appropriateness of a total score, (b) measurement invariance (MI) between gender, (c) the reliability of the IPP, and (d) the convergent validity of the IPP subscales. The sample consisted of N = 482 individuals (64% female). To identify whether the scales of the IPP form a total score, we compared four models: (1) six correlating subscales, (2) a general factor model, (3) a second-order model with one second-order factor and six first-order factors, and (4) a bifactorial model with six group factors. The bifactorial model obtained the best fit. This supports the assumption of a total impostor score. The inspection of structural validity between gender subgroups showed configural, metric, and partial scalar MI. Factor mean comparisons supported the assumption that females and males differ in latent means of the Impostor Phenomenon expressions. The omega coefficients showed sufficient reliability (≥0.71), except for the subscale Need for Sympathy. Overall, the findings of the bifactor model fit and construct validity support the assumption that the measurement through total expression is meaningful in addition to the theoretically formulated multidimensionality of the Impostor Phenomenon.

scholarly journals Using avatars to address teacher self-efficacy

2021 ◽  
Vol 5 (1) ◽  
pp. 15-35
Author(s):  
Chancey Bosch ◽  
Trevor Ellis
Keyword(s):  
Teacher Education ◽  
Classroom Management ◽  
Student Teaching ◽  
Self Efficacy ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Technology Enhanced Learning ◽  
Teacher Self Efficacy ◽  
The Relationship ◽  
Enhanced Learning

Technology-enhanced learning continues to provide opportunities for increased interventions in educational programing. For teacher education programs, novelty pales in comparison to providing meaningful instruction and enduring outcomes. The use of avatars has provided integration of research evidence that increases intended behaviors; however, research is lacking on teacher self-efficacy change via an avatar experience. The purpose of this study is to examine the relationship between teacher self-efficacy and avatar use in a teacher education program. A relational study using both parametric and non-parametric designs for four different samples indicated a significant relationship between avatar intervention and teacher self-efficacy in classroom management, instructional strategies, and student engagement. The sample from a student teaching course, which had a limited number of participants, provided mixed results. More studies need to include experimental designs and isolation of variabilities in the avatar model.

scholarly journals An Investigation of the Factor Structure of the 16PF, Version 5

2014 ◽  
Vol 35 (1) ◽  
pp. 38-46 ◽  
Author(s):  
Paul Irwing ◽  
Tom Booth ◽  
Mark Batey
Keyword(s):  
Factor Structure ◽  
Self Control ◽  
Model Fit ◽  
Validation Sample ◽  
Level Data ◽  
Calibration Sample ◽  
Confirmatory Factor ◽  
Item Level ◽  
The Us ◽  
Order Factor

In order to examine its higher-order factor structure, we applied confirmatory factor and invariance analysis to item level data from the US standardization sample of the 16PF5, divided into a calibration sample (N = 5,130) and a validation sample (N = 5,131). Using standard assessments of model fit, all primary factors displayed good to excellent model fit, thus suggesting the scales to be broadly unidimensional. Results indicated a drop in model fit in both the structural and configurally invariant second order models, suggesting some level of misspecification in the global scales of Extraversion, Anxiety, Tough-Mindedness, Independence, and Self-Control. However, the degree of misspecification was slight. Overall, the analyses generally supported the proposed structure of the 16PF5.

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