Teachers Self-Efficacy Beliefs

Highlights
•Scale to measure teachers' self-efficacy in literacy instruction developed.

•Items align to key shifts in CCSS, which are internationally benchmarked.

•EFA conducted with secondary teachers (6th-12th grade).

•A 1-factor measure was supported by results.

One of the factors influencing teachers' and pre-service teachers' self-efficacy beliefs is the use of innovations and research in education (scientific articles, thesis, and new teaching materials). This study aims to examine to what extent pre-service science teachers follow the innovations in the field of education and use these innovations in their profession. Secondly, how the innovations in the field of education effect teachers' science teaching self-efficacy beliefs is examined. Survey method which is one of the quantitative research approaches was used in this study. The sample group of the study consisted of 563 pre-service science teachers enrolled in the Department of Science Teacher Training in the Faculty of Education at six universities in different regions of Turkey. The data in the study were collected using the " Science Teaching Efficacy Belief Instrument (STEBI) " developed by Riggs and Enochs (1990) and " Scale of Following and Using the Innovations in the Field of Education " (SFUIFE) developed by the researchers of this study. The data were analyzed both descriptively and predictively using SPSS. The results of the study showed that the primary resources (search engines such as google, web pages for course materials etc.) have been used and followed less than the secondary resources (conferences, symposiums, panels, workshops, thesis, and scientific articles etc.) by pre-service science teachers. In addition, it was found that following and using social media tools, thesis and scientific articles increase pre-service science teachers' self-efficacy beliefs of science teaching.

Although principals are ultimately held accountable to student learning in their buildings, the most consistent research results have suggested that their impact on student achievement is largely indirect. Leithwood, Patten, and Jantzi proposed four paths through which this indirect influence would flow, and the purpose of this special issue is to examine in greater depth these mediating variables. Among mediating variables, we assert that trust is key. In this paper, we explore the evidence that points to the role that faculty trust in the principal plays in student learning and how principals can cultivate trust by attending to the five facets of trust, as well as the correlates of trust that mediate student learning, including academic press, collective teacher efficacy, and teacher professionalism. We argue that trust plays a role in each of the four paths identified by Leithwood, Patten, and Jantzi. Finally, we explore possible new directions for future research.

This study explores the effect of the pre-service English language program in the Faculty of Pedagogy at the Lebanese University (a) on the change in teaching concerns of senior student-teachers majoring in teaching English as a foreign Language in cycles 1 and 2 of basic education and (b) on the formation of their professional identity. All of the 17 research participants are female student-teachers enrolled in the third year of the program. Data were collected using questionnaires, surveys, and interviews related to teaching concerns, professional identity, reflection on critical incidences, and a final evaluation of the pre-service program. The analysis of the quantitative data shows that there are no significant differences…

READ MORE --> Dissertation stored in AUB repository (American University of Beirut)
http://library.aub.edu.lb/record=b2054681

The primary concern of this paper is to explore the self-efficacy beliefs of practicing English language teachers and student teachers. For this reason, a comprehensive literature review is presented to shed light on the issue investigated. The sampling procedure is random selection which raises reliability and validity of the data collected. The participants consist of 35 practicing teachers and 17 student teachers who are majoring English language teaching (ELT) departments at three different universities. The results revealed that student teachers reported slightly less self-efficacy levels than practicing teachers who rated themselves more self-efficacious. Accordingly, the possible reasons of the low self efficacy beliefs will be discussed.

The paper analyses possible reasons for the gap between teachers’ actions and intentions, reported by research on practices with the use of ICT. The theoretical approach is informed by teachers’ beliefs, which are discriminated in two categories: pedagogical and epistemic. A qualitative fieldwork research undertaken in eight public primary schools in Rio de Janeiro between 2014 and 2019 presents empirical evidence of the relationship between ICT use in the classroom and teachers’ beliefs. Data collection took place in two phases, and the data set consists of: (1) sixty four semi-structured interviews with teachers of the eight schools; (2) two focus groups with teachers in two schools, selected among the eight initial schools. Main findings show the importance of ICT self-efficacy at the core of teacher’s pedagogical beliefs, as skills and knowledge are built upon direct experience and observation of others. Furthermore, epistemic beliefs are strongly related to pedagogical beliefs and teachers’ attitudes. Findings show that the most innovative teachers are those who conceive ICT as a cultural artefact, have an ecological view of the classroom, and translate their intentions into actions, facing uncertainty and possible failure.

Teachers’ sense of efficacy – teachers’ beliefs about their abilities to bring about desired outcomes of student engagement and learning – was identified almost 30 years ago as one of the few teacher characteristics related to student achievement. Since then, researchers have been interested in the origins, measures, and factors cultivating the formation of efficacy. Bandura’s theory of self-efficacy suggests that efficacy may be most malleable early in learning, thus the first years of teaching could be critical to the long-term development of teachers’ sense of efficacy. Despite the importance of first-year experiences, little is known about the kinds of context variables that support and undermine efficacy in the early years. This study addressed the void by investigating mentoring as a source of efficacy information of first-year teachers. The target population for the study was all first-year teachers during the 2011-2012 school year in the Lee County Public Schools. A link to two survey instruments, The Mentor Support Scale, and Teachers' Sense of Self-Efficacy Scale were e-mailed to 326 first-year teachers, of which 111 were returned (a 34% return rate).  Utilizing the Pearson r Correlation, this descriptive survey study tested a model of teacher efficacy in which efficacy beliefs of first-year teachers were predicted by mentor support. Findings suggested that the correlations were statistically significant.  Three independent variables were significant predictors of first-year teachers’ sense of efficacy: instructional strategies, classroom management, and student engagement.  Implications of the results of this study and recommendations for future research are discussed.

Recently self-efficacy studies focus on the educational context, with a particular focus on teacher profession. The main purpose of this study was to explore teachers’ self-efficacy beliefs with respect to age. All data were collected through Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Woolfolk-Hoy, 2001). Participants in this study were located in three cities in Albania. The analysis of data was based on the response of 850 teachers. In terms of the three subdimensions of the self- efficacy scale, the results indicated that with age increases even self-efficacy in student engagement, in instruction strategies and in classroom management.

This study investigated the effects of motivational email messages on learner self-efficacy and achievement in an asynchronous college algebra and trigonometry course. A pretest-posttest control group design was used. Of the 196 initial participants randomly assigned to treatment groups, 125 participants with an average age of 18.21 years completed the study. The final control and experimental groups consisted of 57 (n=17 male, n=40 female) and 68 (n=14 male, n=54 female) participants respectively. Self-efficacy to learn mathematics asynchronously (SELMA) was measured before the treatment was administered. Email messages designed to be efficacy enhancing were sent to the experimental group weekly for 4 weeks. The control group was sent email messages designed to be neutral with respect to self-efficacy weekly for 4 weeks.

Teachers' self-efficacy beliefs were examined as determinants of their job satisfaction and students' academic achievement. Over 2000 teachers in 75 Italian junior high schools were administered selfreport questionnaires to assess self-efficacy beliefs and their job satisfaction Students' average final grades at the end of junior high school were collected in two subsequent scholastic years. Structural equation modeling analyses corroborated a conceptual model in which teachers' personal efficacy beliefs affected their job satisfaction and students' academic achievement, controlling for previous levels of achievement.

Bu çalışmada resmi ve özel okul öncesi eğitim kurumlarında öğretmen olarak çalışan okul öncesi öğretmenlerinin mezuniyet türüne göre öz-yeterlik inançlarının farklılaşıp farklılaşmadığı incelenmiştir. Araştırmanın çalışma grubu 308 okul öncesi öğretmeni olarak belirlenmiştir. Çalışmada veri toplama aracı olarak Tepe ve Demir (2012) tarafından geliştirilen beşli likert tipteki “Okul Öncesi Öğretmenlerinin Öz-yeterlilik İnançları Ölçeği” kullanılmıştır. Çalışmanın veri analizi Tek Yönlü Varyans analizi ile (ANOVA) gerçekleştirilmiştir. Çalışma sonuçlarına göre mezuniyet türleri bakımından okul öncesi öğretmenlerinin öz-yeterlik inanç düzeylerinin anlamlı şekilde farklılaştığı sonucuna ulaşılmıştır. Bu araştırmanın, okul öncesi öğretmenlerinin mezuniyet türleri ile ilgili daha önce bir çalışmaya rastlanmamış olması dolayısıyla alan yazında farkındalık yaratabileceği düşünülmektedir.
This study investigates whether self-efficacy beliefs of pre-school teachers working at public and private pre-school education institutions differ or not according to their graduation type. The sample of the study is composed of 308 pre-school teachers. As the data collection tools, "Pre-School Teachers' Self-Efficacy Beliefs Scale" designed as Likert type 5 degree scale developed by Tepe and Demir (2012) was utilized in the study. In the analysis of the data, one-way variance analysis (ANOVA) was conducted. According to the results of the study, it was concluded
that the self-efficacy levels of pre-school teachers differed significantly according to the graduation types. It is considered that this study will contribute to the field by creating awareness on the graduation types of pre-school teachers since no study was encountered in the literature on this issue.

Teachers' self-efficacy beliefs were examined as determinants of their job satisfaction and students' academic achievement. Over 2000 teachers in 75 Italian junior high schools were administered selfreport questionnaires to assess self-efficacy beliefs and their job satisfaction Students' average final grades at the end of junior high school were collected in two subsequent scholastic years. Structural equation modeling analyses corroborated a conceptual model in which teachers' personal efficacy beliefs affected their job satisfaction and students' academic achievement, controlling for previous levels of achievement.

The aim of this study is to investigate the relationship between teachers’ self-efficacy beliefs and efficacy for inclusion education. Study participants included a total of 1204 teachers taken from preschool, classroom, subject-matter and special-education departments from schools in four different geographical regions of Turkey. Data were collected using the Teachers Sense of Efficacy (TSE) Scale and the Teacher Efficacy for Inclusion Practices (TEI) Scale. The results revealed a significant relationship between the teachers’ self-efficacy beliefs and efficacy for inclusion. The levels of self-efficacy and efficacy regarding the inclusion of the teachers were higher for female teachers, experienced teachers, teachers who had taken previous courses about special education, and the teachers who have previously interacted with an individual with special needs. In addition, the efficacy level of novice teachers regarding inclusion was found to be higher than that of more experienced teachers.

I first became interested in ‘self-efficacy beliefs’, i.e. “people’s judgements of their capabilities to organize and execute courses of action required to attain designated types of performances” (Bandura 1986, p. 391), in 1998. This was while studying for an MA TESOL through the University of Edinburgh and working for the British Council in Nepal; though involved in some language teacher education at the time, running workshops for the Nepal English Language Teachers’ Association and the Dalai Llama’s Snowland Foundation, my primary role included teaching 10-week 50-hour general English courses at the language centre. What attracted me to self-efficacy beliefs as an area of research is that these beliefs, which play an important role in mediating action, are task-, domain- and context-specific, and are consequently relatively fluid and open to change with carefully attuned support (Pintrich and Schunk 1996). As a teacher, I was interested in how learner training, including in strategy use, could build self-efficacy beliefs in ways of learning more independently, and focused my action research dissertation (Wyatt 2000) on this topic. So I elicited self-efficacy beliefs in different aspects of language learning, and then designed a series of learner training components to embed in the first month of my general English courses, in areas such as vocabulary building, utilizing the phonemic chart, mind-mapping essay plans, predictive listening, skimming and scanning reading strategies, and utilizing the CD ROMs (this was 1999) in the self-access centre. Self-efficacy beliefs were subsequently re-elicited directly and indirectly, so that I could make some assessment as to whether the learner training had had any impact.

The purpose of this study is to reveal the extent to which the sources of 6th- 8th grade students’ self-efficacy
beliefs predict their self-efficacy beliefs for learning and performance. The study is correlational and was conducted
on a total of 1049 students during the fall term of the educational year 2010-2011. The data of the study
were collected through “The Scale of Determining the Sources of Self-Efficacy” and “The Scale of Self-Efficacy
for Learning and Performance”. The data were analyzed on the basis of the arithmetic mean, standard deviation,
Pearson product-moment correlation coefficient and stepwise regression. The students stated that their
self-efficacy beliefs were developed mostly by verbal persuasion and performance accomplishments. They also
noted that psychological states and vicarious experiences develop their self-efficacy beliefs at a lower level. It
is the factor “performance accomplishments” that is correlated with the students’ self-efficacy beliefs and predicts
them in the strongest way. Apart from performance accomplishments, the factors “vicarious experiences”
and “verbal persuasion” predict the students’ self-efficacy beliefs for learning and performance.

This study investigated the effects of motivational email messages on learner self-efficacy and achievement in an asynchronous college algebra and trigonometry course. A pretest-posttest control group design was used. Of the 196 initial participants randomly assigned to treatment groups, 125 participants with an average age of 18.21 years completed the study. The final control and experimental groups consisted of 57 (n=17 male, n=40 female) and 68 (n=14 male, n=54 female) participants respectively. Self-efficacy to learn mathematics asynchronously (SELMA) was measured before the treatment was administered. Email messages designed to be efficacy enhancing were sent to the experimental group weekly for 4 weeks. The control group was sent email messages designed to be neutral with respect to self-efficacy weekly for 4 weeks. SELMA and math achievement were measured after the email messages were sent in week 4. Analysis of covariance was performed using the pretest SELMA measure as a covariate to detect post-treatment differences in SELMA between the control and experimental groups. No significant differences were detected at the 0.05 alpha level. Paired-sample t-Tests revealed significant increases in SELMA for both the control and experimental groups over the treatment period. Linear regression analysis revealed a weak positive relationship between SELMA and math achievement. The findings are discussed in the context of the related literature and directions for future research are suggested. Self-efficacy, Motivational Email, and Achievement iii Acknowledgements Completing this research study and the degree for which it is one of the final requirements would not have been possible without the support and encouragement of my wonderful wife, Christene. She is amazing! Reed, Will, and Bailey Hodges deserve a special thank you for understanding all of the time I spent on my computer and away from them to accomplish my academic goals. Of course, I would not have made it this far without the support of my parents; not the least of which was writing all those checks for the first six years of my college education. Thanks Mom and Dad. Thanks also go to Dr. Greg Sherman for introducing me to the field of Instructional Design and Technology and to my advisor, Dr. Katherine Cennamo, for being there throughout my doctoral studies. My other committee members, Drs. Jane Abraham, John Burton, Kenneth Hannsgen, and Barbara Lockee were each important mentors and contributors to my education and professional development. I am indebted to Drs. Monte Boisen, Bob Olin, John Rossi, and Mike Williams for creating the Math Emporium, giving me interesting and challenging duties, and allowing me the opportunity to pursue my studies and research. Without the many examples, explanations, and sanity checks of Lawrence Sewell, I would not have developed the technical skills necessary to carry out much of the behind the scenes work needed for my research. Dr. Phyllis Newbill's mentoring the past few years is much appreciated. Conversations, both in person and via email, with Tara as we have both worked through doctoral programs have served as efficacy enhancements and much needed humorous distractions. Thanks Tara. Finally, thank you to Mrs. Terri Bourdon and her Math 1015 students for tolerating my research over the last year. Self-efficacy, Motivational Email, and Achievement iv Table of Contents List of Tables.

Researchers and academics have recently developed a great deal of interest in the beliefs of the self-efficacy beliefs of the teachers given the fact that such a construct promotes effectiveness to teachers and also obtains solutions to problems in teacher education. The literature shows that teachers’ self-efficacy beliefs influence classroom instructions, student learning and performance. The study was conducted to explore the primary school teachers’ self-efficacy beliefs with respect to gender. Teachers’ sense of efficacy scale was used to collect data from the participants. Findings revealed a significant difference between male and female teachers on student engagement and classroom management where male teachers were likely to be significantly better in classroom management and student engagement than female teachers.

The purpose of this study was to investigate the effect of the inquiry-based science methods course on preservice elementary teachers’ self-efficacy beliefs about science teaching. Eighty-six preservice elementary education majors enrolled in the elementary science methods course participated in the study. Data were collected through Science Teaching Efficacy Belief Instrument- Form B (STEBI-B), a participant information form, and semi-structured interviews. Findings from the quantitative data revealed that there was significant difference between pre-test and post-test scores on both the Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE), which are two subscales of STEBI-B. The qualitative findings of the study were utilized to further clarify the quantitative results. Overall, findings from the study indicated a positive relationship between participating in the elementary science methods course and changes in science teaching self- efficacy beliefs.

The self-efficacy beliefs of in-service elementary school teachers in Greece were examined in an attempt to evaluate their biology teaching skills. For this purpose, we constructed a valid and reliable instrument consisting of a Likert-type questionnaire that was distributed to the target population and to which 202 teachers responded. Results revealed Greek primary education teachers have, in general, moderate to high biology teaching selfefficacy beliefs (BioTSEB), whereas those that had not attended any biology courses during their academic studies had lower self-estimates. Teachers' BioTSEB are also affected by factors such as years of teaching experience, the number of science courses attended and the quality of their previous studies, together with the grade levels they were assigned to teach during their in-service years.

The aim of this paper was to examine the predictive role of Omani pre-school teachers’ efficacy beliefs in predicting their burnout levels. Building on the social cognitive theory (Bandura, 1997), five dimensions of teachers’ self-efficacy beliefs (efficacy for instruction, management, engagement, assessment, emotional interaction) were used to predict the three dimensions of Maslach’s burnout scale (low personal accomplishment, emotional exhaustion, depersonalization). The sample consisted of 248 female teachers teaching pre-school children in three Omani districts. The participants responded to two questionnaires, the Maslach Burnout Inventory (MBI; Maslach & Jackson, 1981) and the Pre-School Teachers’ Efficacy Belief Scale (PS-TEBS, Aldhafri, 2014). The three subscales of the MBI and the five subscales of the PS-TEBS showed good reliability and validity evidences. Three separate regression models consisting of the five efficacy belief dimensions explained 15.5% of the variance in low personal accomplishment, 7.3 % of variance in the teachers’ emotional exhaustion, and 6.4% of variance in the teachers’ depersonalization. Variations were found among the five dimensions of efficacy beliefs in their abilities to predict the three dimensions of the burnout. Across the three models, teachers’ efficacy beliefs related to emotional interaction with children stand as the most powerful significant predictor of burnout levels.

The purpose of present study is to explore pre-service and in-service EFL teachers‟ levels of self- efficacy beliefs in terms of instructional strategies, student engagement and classroom management in Turkish context and examine the correlations, similarities and differences between the groups of participants concerning their demographic characteristics.

There is growing evidence that the self-efficacy beliefs of English as a foreign language (EFL) teachers in East Asian contexts and their second language (L2) proficiency intersect to shape teaching behaviour. However, due to sometimes uncritical use of research instruments developed in the West, imported without sufficient adaptation into Confucian-heritage cultures, the strength of the relationship between EFL teachers’ self-efficacy beliefs and their L2 proficiency may be less clear, for example with pre-service teachers (PSTs). As this group is under-researched, it is also less clear how PSTs’ self-efficacy beliefs develop during the practicum, shaped by which influences. Set in a Vietnamese context with PSTs drawn from two major universities, our longitudinal mixed methods study addresses these issues. Employing exploratory factor analysis, we reveal dimensions of the PSTs’ self-efficacy beliefs. Our correlation and regression analyses then indicate consistent and strong relationships between these beliefs and L2 proficiency, apparently impacted by Vietnamese cultural and contextual factors. Our paired samples t-tests highlight self-efficacy beliefs growth in general pedagogical skills during the practicum, while content analysis of qualitative data reveals the kinds of experiences that impacted change, including those experiences provided by school mentors. Implications for L2 teacher education and research are discussed.

Teachers' sense of efficacy is an essential construct in teaching and learning. Researchers in education have recognized that teacher efficacy has strong relationship with various aspects of teaching and learning. This study aims at 1) examining the construct of teachers' sense of efficacy and 2) evaluating the adequacy of the teachers' sense of efficacy measure across teachers' gender. In so doing, this study attempt to develop the extent to which the conceptualized teachers' sense of efficacy measure reproduces the data. The data were collected from adopted version of Teachers' Sense of Efficacy Scale (TSES) by Tschannen-Moran and Woolfolk Hoy (2001) administered to 236 teachers of National Religious Secondary School in Malaysia. The results of confirmatory factor analysis supported the adequacy of teacher's sense of efficacy measure and found that teacher's sense of efficacy is a multidimensional construct with four underlying dimensions namely efficacy for language use, efficacy for classroom management, efficacy for teaching strategies and efficacy for student engagement. The measurement model also found to be applicable across gender.

The present study explored the relation between exchanging social support on online teacher
groups and teacher self-efficacy. An online survey was conducted inside a massive Facebook
teacher group, and 584 elementary school teachers provided information regarding Facebook
use, self-efficacy for creative teaching, and the extent to which they provided and received
support on the online teacher group. Results showed that teacher self-efficacy varied as a function
of years of teaching experience, length of group membership, and the extent to which teachers
provided and received social support on the online teacher group. Furthermore, the providing
of online support predicted teacher self-efficacy after taking into account the effects of
teaching experience and group membership. The findings are discussed in terms of the features
and importance of social support exchange on online teacher support groups.

As crenças de autoeficácia podem influenciar a maneira como os estudantes encaram a graduação, comportam-se no decorrer dela e se lançam aos desafios do mercado de trabalho. Nesse contexto, essa pesquisa buscou identificar as variáveis preditoras das crenças de estudantes de Administração em relação ao curso superior, buscando contribuir com os estudos sobre as variáveis controláveis que impactam no aproveitamento acadêmico e na inserção profissional dos universitários. Para tanto, foi realizado um survey junto a 585 alunos de Administração. O questionário foi composto pelas variáveis independentes: gênero, faixa etária, turno de estudo e semestre; e teve como variáveis dependentes as crenças dos universitários sobre carreira e graduação. Através de análises descritivas e de regressão logística, verificou-se que o turno e o semestre apresentam impacto nas crenças de autoeficácia. Essas crenças são mais positivas para os alunos que estudam à noite e estão finalizando o curso.

Teacher) efficacy) is) an) important) debatable) subject) concerning) its) definition) and) measure.) The) purpose) of) this) study) was) to) evaluate) the) construct) and) convergent) validity)of)TschannenJMoran)and)Hoy)(2001)'s)'Teacher)SelfJEfficacy)Scale)(TSES)'.)The) study) used) the) short) version) (12Jitem)) TSES) scale) and) Teacher) Efficacy) Scale) (TSE)) developed)by)Gibson)and)Dembo)(1984))as)an)alternative)measure.)Total)412)inJservice) public) school) teachers) from) four) provinces) of) Pakistan) were) selected) including) 242) (58.74%))female)and)170)(41.26%))male)teachers.)The)results)show)that)Principal)Axis) Factoring) yielded) three) factors,) accounting) for) 64%) of) the) total) variance.) The) factor) loading)ranged)from).50)to).89.)Communalities)were)in)the)range)of)0.54)to)0.77)with)an) average) of) 0.64.) There) was) significant) a) correlation) between) two) efficacy) measures,) r(410))=).58,)p)<).001.)Parallel)analysis)using)1000)sets)of)simulated)data)also)suggested) three)factors)of)the)TSES)measure)for)inJservice)teachers.)Female)teachers)tend)to)have) higher) sense) of) efficacy) than) male) teachers.) The) findings) of) this) study) provide) useful) information) about) to) psychometric) properties) of) teacher) efficacy) scale) which) further) encourages) researchers) to) revise) teacher) efficacy) scale) for) more) reliable) and) valid) measurement.))

Expressing thoughts and feelings effectively is a vital skill for individuals’ professional career. University students should thus attach due importance to their communication skills as they receive their professional training. Self-efficacy beliefs can be regarded as an influential element in speaking skills, and may affect different aspects of speaking performance. In this respect, the aim of this study was to examine the speaking self-efficacy beliefs of final-year university students based on different variables. The reason why this study focused on final-year students was to determine the level at which they perceived themselves in terms of speaking in the pre-service period. Accordingly, the &quot;Speaking Self-Efficacy Scale&quot; was administered to 843 final-year students (454 female, and 389 male) studying at a Turkish university, and the data gathered were analysed through statistical methods. The results showed that the students&#39; speaking self-efficacy levels were c...

Teachers' self-efficacy beliefs were examined as determinants of their job satisfaction and students' academic achievement. Over 2000 teachers in 75 Italian junior high schools were administered self-report questionnaires to assess self-efficacy beliefs and their job satisfaction Students' average final grades at the end of junior high school were collected in two subsequent scholastic years. Structural equation modeling analyses corroborated a conceptual model in which teachers' personal efficacy beliefs affected their job satisfaction and students' academic achievement, controlling for previous levels of achievement.

The purpose of this study was to examine the relations between teachers’ reports on self-regulatory strategy use in mathematics instruction and individual motivational and affective factors. Two hundred and ninety two Greek primary school teachers responded to two questionnaires assessing: a. the strategies they use themselves to plan, monitor, and evaluate mathematics instruction, and b. the strategies they use to activate and enhance students’ self-regulated learning in mathematics. Path analysis showed that teachers’ self-regulation strategies both for their own teaching and for enhancing students’ self-regulation in mathematics were predicted by their self-efficacy beliefs in teaching mathematics, the value they attribute to mathematics, and their emotional commitment to their profession. Teachers’ enjoyment of mathematics teaching did not directly predict their reported use of self-regulatory instructional strategies. The implications of the study are related to the development of teachers’ training programs in self-regulated instruction.

In several contexts, reform in the training and nomination of future school principals was based on competency profiles. In Québec, it was not until 2008 that its Ministry of Education established a profile of competencies specifically for school principals. This study proposed a questionnaire on the perceptions and self-efficacy beliefs of school principals with regard to these competencies and their associated factors. Respondents gave greater weight to the management of education services, followed by human resources, educational environment, and finally, administration. A significant difference was observed between administrative management and the teaching level and school size. The principals whose professional development activities consisted of conven-tions and seminars also felt a greater sense of personal efficacy on this factor compared to the principals whose professional development was done through mentoring.

In this 15-week study the effects of motivational email messages on learner self-efficacy and achievement in an asynchronous math course were investigated. A repeated measures design was used. One hundred, ninety-six participants were randomly assigned to control and experimental groups. Specially designed email messages were sent weekly to both groups for 4 weeks. Eighty-six participants completed the study. Self-efficacy to learn mathematics asynchronously (SELMA) was measured at weeks 0, 5, and 14. Achievement was measured at weeks 5 and 15. Statistically significant relationships were found between SELMA and achievement. Within each group, the SELMA measurements taken at week 5 were significantly higher than the other SELMA measurements. No significant differences were detected between the groups.

This paper reports on research which explored the mathematics teaching efficacy beliefs of preservice primary teachers, where efficacy beliefs describe individuals’ beliefs in their potential to enact teaching to promote learning. Efficacy was conceptualised as a bi-faceted construct consisting of personal efficacy and outcome expectancy. This research sought to establish the extent to which differences in efficacy are explained by students’ mathematics attainment level prior to entry into teacher education; the educational level of the students (whether postgraduate or undergraduate); students’ sense of preparedness to teach mathematics on school placement; and students’ gender. A total of 186 students responded to a questionnaire designed to measure their efficacy beliefs after completing one taught mathematics education module in university and one teaching practice placement in primary schools. Bivariate and regression analysis pointed to complex relationships between the explan...

Coronavirus disease (COVID-19) preventive measures influenced teachers directly. The sudden shift to new teaching environment emerged unknown challenges influencing teachers’ work differently. As self-efficacy is a key factor of successful teaching, the goal of our study was to examine the relationship among teachers’ efficacy-related experiences, work satisfaction and workload during the pandemic. 769 teachers (55 men and 677 female, 32 undefined) completed the online version of the Norwegian Teacher Self-Efficacy Scale and the Relative Self-Efficacy Scale. Findings indicated significant positive correlation between job satisfaction and self-efficacy as well as job satisfaction and the sense of competency. Kruskal-Wallis Test proved higher level of self-efficacy among teachers with more experience in online teaching in the past. According to SEM analysis, job satisfaction is predicted by efficacy beliefs concerning the sense of competence, motivation, coping and conflict resolution...

This study explored the foreign language teaching efficacy beliefs of Japanese high school English teachers. The study provides a teacher efficacy scale designed for the Japanese context, which could also be used or adapted for similar contexts in the wider East Asian area. Data were drawn from an online survey of 141 participants. Exploratory factor analysis identified five dimensions of latent teacher efficacy beliefs, including individual and collaborative dimensions, and some specific to the Japanese context, such as efficacy for helping students achieve entrance success. Findings also indicate that some dimensions of foreign language teaching efficacy, such as efficacy for using the L2, are generalizable to wider field.

This study explored the validity of the Utrecht Work Engagement Scale in a sample of 853 practicing teachers from Australia, Canada, China (Hong Kong), Indonesia, and Oman. The authors used multigroup confirmatory factor analysis to test the factor structure and measurement invariance across settings, after which they examined the relationships between work engagement, workplace well-being (job satisfaction and quitting intention), and contextual variables (socioeconomic status, experience, and gender). The 1-factor version of the Utrecht Work Engagement Scale was deemed preferable to the 3-factor version and showed acceptable fit to the cross-national data. The 1-factor Utrecht Work Engagement Scale showed good internal consistency and similar relationships with workplace well-being and contextual variables across settings. The Utrecht Work Engagement Scale was invariant within broadly construed Western and non-Western groups but not across Western and non-Western groups. The authors concluded that the Utrecht Work Engagement Scale needs further development before its use can be supported in further cross-cultural research.

The purpose of this study is to understand teacher efficacy beliefs qualitatively by unpacking teacher’s experiences in teaching task analysis. Literature showed that sources of efficacy information such as positive emotion and teaching experiences developed in learner-centered pedagogical contexts affected the development of teacher efficacy beliefs. However, there is limited research on teachers’ experiences in analysing their teaching tasks and the teaching contexts. We have limited understanding on how teaching task analysis and teaching contexts shape teacher efficacy beliefs. Thus, I propose a study to unpack teachers’ experiences in analysing their learner-centred teaching tasks. By unpacking teaching task analysis, we will have nuances understanding about the qualitative relationship between teaching task analysis and teacher efficacy beliefs. Phenomenograpic approach will be adopted to explore the variation in teachers’ experiences in analysing learner-centred teaching tasks. The implication of this study is to provide appropriate supports for teachers in analyzing their learner-centred teaching tasks and for the development of teacher efficacy beliefs.