Teachers' self efficacy

Using the Extended Parallel Process Model To Understand How Likely Teachers Will Intervene with Bullying

by Jeffrey Duong

Paper presented at the American Educational Research Association (AERA) 2012 Annual Meeting. Vancouver, BC, Canada.

Using the Extended Parallel Process Model, this study examines the effects of teachers’ perceived threat and efficacy... more Using the Extended Parallel Process Model, this study examines the effects of teachers’ perceived threat and efficacy on their likelihood of intervening with bullying. It also assesses whether the associations varied by the school-level at which teachers taught and their years of experience working at their school. The cross-sectional data come from a district-wide survey comprising 1,062 teachers. Using structural equation modeling, the results showed that threat and efficacy are associated with the teachers’ likelihood of intervening. Effects varied by years of experience teaching but not school-level. Among teachers with fewer years of experience, perceived threat was not associated with likelihood of intervening. Accordingly, bullying prevention programs targeting teachers should be appropriately tailored to address experience-level specific concerns and behaviors.

A review of research on teacher beliefs and practices

by Enrico torres

From Outsider to Insider: Creating a Pleasant and Supportive Atmosphere of Learning in L2 Classroom

by Haomin Zhang

unpublished Master's thesis (Practitioner research)

Teachers' instructional conceptions: Assessment's relationship to learning, teaching, curriculum, and teacher efficacy

by Gavin Brown

Paper Presented to the Joint Conference of the Australian and New
Zealand Associations for Research in Education (AARE/NZARE),
Auckland, NZ, November 28—December 3, 2003.

The important role of teachers’ conceptions in their instructional practices has been identified. This paper reviews... more The important role of teachers’ conceptions in their instructional practices has been identified. This paper reviews the literature on teacher’s conceptions of assessment, teaching, learning, and curriculum, including the author’s own PhD research on this
topic. This paper draws on the author’s PhD dissertation, an article presently being revised for Assessment in Education, and an Auckland UniServices technical report presented to the Queensland Department of Education New Basics and Assessment Branch. The paper eschews for this presentation methodological details and considerations which can be found fully described in the author’s PhD dissertation.
The structure of the interrelationships of these conceptions among a survey population of 525 New Zealand primary school teachers was analysed using a structural equation measurement model with good fit to the data. Four main instructional
conceptions were found (i.e., assessment improves education, assessment is an external imposed tool that measures surface learning, child-centred deep learning can not be
assessed, teaching for society and life). Implications for professional development and assessment policy are derived from the research and discussed.

Changes in Teaching Efficacy During a Professional Development School‐Based Science Methods Course

by Caitlin Dooley

Swars, S., & Dooley, C. M. (2010). Changes in teaching efficacy during a professional development school-based science methods course. School Science and Mathematics Journal, 110, 8, 193-201.

This mixed methods study offers a theoretically grounded description of a field-based science methods course within a... more This mixed methods study offers a theoretically grounded description of a field-based science methods course within a Professional Development School (PDS) model (i.e., PDS-based course). The preservice teachers’ (n=21) experiences within the PDS-based course prompted significant changes in their personal teaching efficacy, with the opportunities working with children afforded in the course attributed as a source of these beliefs. However, the preservice teachers’ teaching outcome expectancy beliefs did not significantly shift. The results of this study support the extant literature in that field experiences with science methods courses can facilitate preservice teacher development in meaningful ways. This study expands upon this literature by considering a PDS context for science teacher preparation, more specifically, a science methods course purposefully integrated in elementary classrooms at a PDS where preservice teachers facilitated scientific inquiry projects with children. The findings should prompt new ways of thinking about teacher preparation, particularly related to science, that provide systematic and intentional connectivity between university programs and K-12 schools so preservice teachers can connect theory and practice.

Tsigilis. N., Koustelios. A., Grammatikopoulos. V. (2010). Psychometric properties of the Teachers’ Sense of Efficacy Scale within the Greek educational context. Journal of Psychoeducational Assessment, 28(2), 153-162.

by Vasilis Grammatikopoulos

Many concerns have been raised about the validity of the existing instruments measuring teachers’
efficacy.... more Many concerns have been raised about the validity of the existing instruments measuring teachers’
efficacy. Recently, a new instrument to measure teachers’ perceived efficacy has been presented,
namely, the Teachers’ Sense of Efficacy Scale (TSES). The purpose of the present study is to examine
the psychometric properties of the TSES in the Greek educational context. A total of 405 Greek
secondary school teachers voluntarily participated in the study. A within-construct and betweenconstruct
approach was used to examine the validity and reliability of the Greek version of the
TSES (factorial validity, internal consistency, temporal stability, and correlation with external criteria).
Results are encouraging and seem to support the suitability of the TSES to assess teachers’ efficacy
within the Greek educational context.

Tsigilis, N., Grammatikopoulos, V., & Koustelios, A. (2007). Applicability of the Teachers’ Sense of Efficacy Scale to educators teaching innovative programs. The International Journal of Educational Management, 21(7), 634-642.

by Vasilis Grammatikopoulos

Purpose – The purpose of the present study is to examine the applicability of the Teachers’ Sense of
Efficacy... more Purpose – The purpose of the present study is to examine the applicability of the Teachers’ Sense of
Efficacy Scale (TSES, Tschannen-Moran and Woolfolk-Hoy) to educators teaching an innovative
program, namely, the Olympic Education Program. TSES applicability was inferred from examination
of the TSES factor structure, its internal consistency and its logical, theoretical consistent pattern of
relations between TSES and other measures.
Design/methodology/approach – A total of 175 educators completed a Greek version of the TSES
along with the reduced personal accomplishment subscale of the Maslach Burnout Inventory.
Findings – Exploratory factor analysis showed that TSES can be applied to educators of an
innovative educational program to study an overall factor of teachers’ sense of competence. Mean
values suggested that educators had strong efficacy beliefs. In addition, TSES responses were
negatively associated with reduced personal accomplishment scores (r ¼ 20:37).
Research limitations/implications – Self-reported strong sense of efficacy may not be
well-grounded or authentic, since a variety of factors (e.g. social desirability) may have influenced
educators’ responses.
Originality/value – The present study extends the existing evidence of the applicability of the
TSES in a cultural context different from that for which it was originally developed, namely, in the
Greek educational setting, for assessing educators teaching an innovative educational program.

From Problem to Possibility: Leadership for Implementing and Deepening the Processes of Effective Schools

by Alan Daly

Published in the Journal of Effective Schools

The literature of trust, self and collective efficacy, positive psychology, and positive organizational scholarship... more The literature of trust, self and collective efficacy, positive psychology, and positive organizational scholarship suggests a foundation for moving educational systems from deficit orientations to strengths-based approaches. This is especially critical in contemporary educational settings given the high systemic and individual stress levels due in part from No Child Left Behind. Individuals and systems under threat will often rigidly respond to stress, limiting the creative approaches necessary in these complex times. Therefore, an approach that creates resilience in the system to broaden its view and build its social, intellectual, and emotional capital is necessary. The authors offer in this conceptual piece the theoretical, the empirical, and the early stages of a developing, strengths-based, reflexive inquiry model necessary to support resilient organizations and facilitate leaders in implementing and deepening the processes of effective schools.

Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity

by Esther Canrinus

Co-authored with: M. Helms-Lorenz, D. Beijaard, J. Buitink & W.H.A. Hofman
Published in: European Journal of Psychology of Education, 2012, 27:1, 115-132.

This study investigates how relevant indicators of teachers’ sense of their professional identity (job satisfaction,... more This study investigates how relevant indicators of teachers’ sense of their professional identity (job satisfaction, occupational commitment, self-efficacy and change in level of motivation) are related. A model is proposed, tested with structural equation modeling (SEM) and refined using data from 1,214 Dutch teachers working in secondary education. Classroom self-efficacy and relationship satisfaction play a key influencing role in the relationships between the indicators. Using multiple-group SEM, the parameters of the overall model are similar for the novice, experienced and senior teachers in a constrained model. This aspect of similarity across experience groups is in line with findings of previous research on teachers’ professional identity. The present study contributes to the further development of a solid theory on teachers’ professional identity, which has been lacking.

Keywords: Professional identity. Teaching . Identification . Teaching experience

Beginning teachers’ self-efficacy and stress and the supposed effects of induction arrangements

by Esther Canrinus

Co-authored with: M. Helms-Lorens, B. Slof & C.E. Vermue
Published in: Educational Studies

Induction arrangements are implemented in schools all over the world to support beginning teachers (BTs) (novices) in... more Induction arrangements are implemented in schools all over the world to support beginning teachers (BTs) (novices) in gradually growing into their profession. The aim of this study is to gain more insight into two key psychological processes involved in the work of a qualified beginning teacher, namely perceived stress and self-efficacy. This unfolding is necessary to find a path of influence to lead the way to meaningful support interventions. Support in the form of induction arrangements is hypothesized to decrease perceived stress and to increase self-efficacy and, thus, decrease stress outcomes. To test our hypotheses 30 BTs and their school-based educators, working in 13 different schools, were surveyed. The analyses revealed that stress causes and stress outcomes are indeed interrelated and that self-efficacy affects this relationship in a mediating way. However, besides decreasing a beginning teachers’ perceived lack of learning opportunities, no other influences of induction arrangements were obtained. Implications and suggestions for future research are discussed.

Keywords: Beginning teachers, Induction arrangements, Psychological processes, Self-efficacy, Stress