TEACHERS’ PERCEPTIONS OF WORK ENVIRONMENT AND THEIR SENSE OF SELF-EFFICACY IN TEACHING EFL AT A UNIVERSITY IN VIETNAM

The paper looked at environmental factors that influenced the self-efficacy in teaching English as a Foreign Language (EFL) of a group of university teachers in Vietnam. Very little empirical research on teachers‘ self-efficacy in EFL contexts has been done and self-efficacy quantitative studies heavily outnumber qualitative studies. The present research took the form of a qualitative case study. Data collection tools included focus group discussions, individual interviews, journaling, and observations. Findings suggest that there were certain features of work context, e.g. the teaching support and teaching recognition, which may have affected what constituted sources of efficacy information and how they operated. The study proposes that institutional support with regard to providing clearer policies, giving teachers more freedom in the classroom and more opportunities to get involved in the decision-making process might help teachers overcome feelings of doubt about how competent they were in their teaching. Moreover, it would be helpful to improve teaching conditions at the university, including providing enough textbooks and reducing class size. The development of professional programs or courses at the home institution that meet the teachers‘ knowledge needs may enable them to overcome doubt about their teaching abilities and engender in them a positive sense of self-efficacy.

Preparing Preservice Teachers for Inclusive Classrooms: Does Completing Coursework on Managing Challenging Behaviours Increase Their Classroom Management Sense of Efficacy?

Preservice teacher education courses provide an opportunity for the development of knowledge, skills, and confidence in classroom and behaviour management. This study reports the change in classroom management sense of efficacy (CMSE) of a small cohort of Australian preservice primary teachers at 4 time points (precoursework, preprofessional experience, postprofessional experience, and postcoursework), during a semester-long course focused on managing challenging behaviours in the inclusive classroom. CMSE increased between the time points, significantly so, pre–post course. The sources of efficacy information available and the learning activities completed during each intervening time point are explored as possible explanations for the changes in CMSE reported. Issues in measuring preservice teachers’ efficacy related to coursework are discussed.

Reflections of Two Distinct Principals: Preliminary Perspectives on How the Principal Preparation Programme Contributed to their Self-Efficacy Development

Effective principal preparation is a strategic necessity to face the forthcoming “tsunami” of challenges associated with the leadership position in the 21st century. This recognition of the need for specific preparation for aspiring school leaders has been slower to emerge worldwide and in many developing countries such as Malaysia, preparatory training is still not a prerequisite requirement for appointment as a principal. This paper reports on the preliminary findings on the principal preparation program in Malaysia and the effectiveness of the program elements in contributing to the self- efficacy development of the aspiring principals. The qualitative study captured the “live experiences” of two distinct principals and presents their perspectives on how specific elements within their principal preparation program catered to their self- efficacy development. Reflections of the principals led to the conclusion that, although the principal preparation program was viewed as effective in imparting knowledge and skills needed for principal leadership but it could still improve on inducing purposeful elements or experiences to enhance the sources of efficacy beliefs which are vital for self-efficacy development. Keywords - Self-efficacy, Principal Preparation Program, Aspiring Principals, Sources of Efficacy Beliefs, Self-Efficacy Development.

A Critical Review of Effects of COPD Self-Management Education on Self-Efficacy

Chronic obstructive pulmonary disease (COPD) causes progressive airflow limitation which results in prolonged episodes of coughing and shortness of breath. COPD self-management education (COPDSME) programs attempt to enhance patient self-efficacy for managing symptoms. The purpose of this paper was to conduct a critical literature review that identified peer-reviewed articles assessing the effects of COPDSME on self-efficacy outcomes. Seven articles were located after an exhaustive search. Most studies () reported statistically significant improvements in self-efficacy following intervention. Almost all of the studies tested interventions that drew upon at least 2 recommended sources of efficacy information. Two studies specifically noted increased self-efficacy for controlling physical exertion following COPDSME. Within the reviewed studies, the content within each educational treatment varied widely and showed a lack of standardization, and the types of instruments used to assess self-efficacy varied. This paper highlights the need for more controlled trials that investigate potential between-subjects effects of different types of COPDSME programs on self-efficacy outcomes. Incorporating practice models for patient-centered primary care in COPD requires the use of tailored efficacy building strategies for specific self-management behaviors.