Relevant bibliographies by topics / Teaching efficacy

Academic literature on the topic 'Teaching efficacy'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Teaching efficacy"

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Njoh, Lysinge Née Magdalene Limunga. "Implications of Gender on Teachers’ Teaching Efficacy." International Journal of Trend in Scientific Research and Development Volume-3, Issue-2 (February 28, 2019): 680–86. http://dx.doi.org/10.31142/ijtsrd21467.

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Duong, Minh-Quang. "A Comparison of the Effects of Organizational Environment and Individual Factors on Male and Female Faculty Teaching Efficacy in Vietnam." Education and Linguistics Research 3, no. 2 (October 17, 2017): 131. http://dx.doi.org/10.5296/elr.v3i2.11875.

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The purpose of this study examined the correlation between factors of teach­ing efficacy and their relation to faculty members’ backgrounds, and how organizational environment factors affect faculty teaching efficacy in male versus female populations. A questionnaire measuring six factors of teaching efficacy was distributed to 124 university faculty members in Vietnam. The finding of this study indicated that it was relatively high positive correlation between factors of teach­ing efficacy. Comparative results of male and female faculty members in various contexts detected using a statistical method and criteria demonstrated that almost individual factors including marital status, age groups, and academic rank were not significant in the male and female faculty teaching efficacy, except educational attainment factor. In addition, both genders were similarly affected by their organizational environment as far as teaching efficacy is concerned. The study’s implications for university management were also discussed.
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Saklofske, D. H., J. O. Michayluk, and B. S. Randhawa. "Teachers' Efficacy and Teaching Behaviors." Psychological Reports 63, no. 2 (October 1988): 407–14. http://dx.doi.org/10.2466/pr0.1988.63.2.407.

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This two-part study examined the factor structure of the Teacher Efficacy Scale and correlations of this scale with the teaching behaviors of 435 student-teacher interns. The two resulting factors accounted for about 18% of the variance, and only three significant but small correlations were observed between the Personal Teacher Efficacy factor and lesson presenting, questioning, and classroom management behaviors.
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ANDREWS, N., and J. E. H. SHAW. "The efficacy of teaching dyslexics." Child: Care, Health and Development 12, no. 1 (January 1986): 53–62. http://dx.doi.org/10.1111/j.1365-2214.1986.tb00486.x.

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Damayanti, Agni, Alies Poetri Lintangsari, and Irene Nany Kusumawardani. "Teachers' Efficacy in Inclusive Teaching." IJDS Indonesian Journal of Disability Studies 9, no. 02 (December 28, 2022): 253–63. http://dx.doi.org/10.21776/ub.ijds.2022.009.02.09.

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Examining the perceived efficacy of pre-service teachers in implementing inclusive practices is one approach to see if they are up to the challenge. The instrument of the study was adopted from Prof.Umesh Sharma's article. The old research only does qualitative research. This study aims to check pre-service teachers' efficacy in implementing inclusive education in teaching English. This research used a descriptive quantitative research design to check pre-teacher efficacy to practice inclusive classes in teaching English. The data were collected through a questionnaire with 99 participants from introduction in inclusive education classes. The obtained study shows a positive response toward pre-service teachers' efficacy. The findings show that most participants agree with the statements about the efficacy of using inclusive instructions, collaboration, and management. The more strong the sense of efficacy in the pre-service teacher, the greater the chance for them to succeed in implementing inclusive education in the classroom.
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Burris, Scott, Katy McLaughlin, Abigail McCulloch, Todd Brashears, and Steve Fraze. "A Comparison of First and Fifth Year Agriculture Teachers on Personal Teaching Efficacy, General Teaching Efficacy and Content Efficacy." Journal of Agricultural Education 51, no. 1 (March 1, 2010): 23–31. http://dx.doi.org/10.5032/jae.2010.01022.

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Gorospe, Joanne D. "Pre-Service Teachers’ Teaching Anxiety, Teaching Self-Efficacy, and Problems Encountered During the Practice Teaching Course." Journal of Education and Learning 11, no. 4 (June 4, 2022): 84. http://dx.doi.org/10.5539/jel.v11n4p84.

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Practice teaching represents authentic experiential learning and culminating experience to better prepare the prospective teachers for actual teaching experience. However, pre-service teachers who go through the practicum have a number of worries and anxieties which could lower their teaching self-efficacy and consequently their performance. This study aimed to determine the relationship between the pre-service teachers’ teaching anxiety and teaching self-efficacy, the possible reasons for such teaching anxiety, and pre-service teachers’ suggestions to lessen, if not totally eliminate it. For this purpose, student-teacher anxiety and self-efficacy scales have been used for data collection as well as interviews among the pre-service teachers. The findings revealed that pre-service teachers’ teaching anxiety significantly relates to their teaching self-efficacy and among the factors of teaching anxiety, classroom management best predicts pre-service teachers’ teaching self-efficacy. It was also found that there is a significant difference between the levels of teaching anxiety of the pre-service teachers depending on their grade level placement. As perceived by the pre-service teachers, the main cause of their teaching anxiety is high expectations from cooperating teachers and students; hence they recommend better planning and preparation for internship.
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ISSOM, FITRI LESTARI, and DEFI AMELIA. "USIA DAN PENGALAMAN MENGAJAR TERHADAP TEACHER EFFICACY DI SEKOLAH DASAR DENGAN KURIKULUM 2013." JPPP - Jurnal Penelitian dan Pengukuran Psikologi 4, no. 2 (October 30, 2015): 43–48. http://dx.doi.org/10.21009/jppp.042.01.

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Age and teaching experience are part of the factors that affect teacher efficacy. This study aims to determine the effect of age and teaching experience on teacher efficacy in elementary school teachers who teach using Curriculum 2013. The number of samples in this study were 83 teachers who teach using the 2013 curriculum in North Jakarta. This research uses quantitative method with psychology scale. The preferred scale used to measure teacher efficacay seen from the age and experience of teaching teachers is Teacher Sense of Efficacy Scale (TSES). Data processing methods used in testing the research hypothesis is by multiple regression analysis. The results of this study indicate that there is a significant effect of age and teaching experience on teacher efficacy in elementary school teachers in North Jakarta with 0,018 (<0.05). The resultant effect 90.5 % Influenced beyond age and teaching experience.
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Chang, Te-Sheng, Wilbert McKeachie, and Yi-Guang Lin. "Faculty perceptions of teaching support and teaching efficacy in Taiwan." Higher Education 59, no. 2 (June 5, 2009): 207–20. http://dx.doi.org/10.1007/s10734-009-9243-8.

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Kim, Kibum. "Teaching Efficacy and Problem Solving Competence." Journal of Humanities and Social sciences 21 9, no. 6 (December 31, 2018): 13–28. http://dx.doi.org/10.22143/hss21.9.6.2.

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Dissertations / Theses on the topic "Teaching efficacy"

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Aloysius, Mahan. "Problems of English teaching in Sri Lanka : how they affect teaching efficacy." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/622477.

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Concerned to comprehend the teaching efficacy of English teachers in Jaffna, Sri Lanka, this thesis investigated contentions by principals, retired teachers and resource personnel that Sri Lankan teachers’ lack of teaching effectiveness (teaching behaviours that influence student learning) accounted for students’ low English attainment; and counter claims by English teachers that their teaching efficacy (beliefs in their abilities to affect student learning) was undermined by classroom and other-related problems. This mixed-method research comprised two stages. In a preliminary study, 298 students and twenty-four teachers from twelve secondary schools participated in a survey designed to understand challenges encountered in the teaching and learning of English. With a similar purpose, thirty-four English lessons involving 320 students and ten teachers were observed. Interviews concerning the aspects underpinning effective English teaching were conducted with five principals, three English resource personnel and three retired teachers. In the main study, sixty-two teachers from thirty-five secondary schools were surveyed and twenty interviewed to identify factors which affected the teaching efficacy of English teachers. Participating schools were categorized vis-à-vis their students’ performance: low-performing and high-performing. Findings support English teachers’ views concerning their teaching efficacy. Teacher perception revealed associations between the lack of teaching efficacy of English teachers in low and high-performing schools, and teacher background/parental duties/self-development, classroom problems and inadequate educational resources. No explicit evidence was found that students’ poor English attainment in low-performing schools was due to their teachers’ lack of teaching effectiveness. Observations showed that students were deprived of external resources which assisted students in high-performing schools to become proficient in English. New insights about Jaffna teachers’ efficacy indicate the need for a more context-specific English language curriculum in Sri Lanka, informed by teachers’ knowledge of their students’ English learning needs at a local level if teaching efficacy and English attainment are to be enhanced.
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Kahle, Diane Kay Borton. "How elementary school teachers mathematical self-efficacy and mathematics teaching self-efficacy relate to conceptually and procedurally oriented teaching practices." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211122861.

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Kahle, Diane Kay. "HOW ELEMENTARY SCHOOL TEACHERS MATHEMATICAL SELF-EFFICACY AND MATHEMATICS TEACHING SELF-EFFICACY RELATE TO CONCEPTUALLY AND PROCEDURALLY ORIENTED TEACHING PRACTICES." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211122861.

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Matoti, Sheila N., and Karen E. Junqueira. "Assessing the teaching efficacy beliefs of teacher trainees." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82870.

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Yan, Hau-sim. "The effects of teacher efficacy on teaching method." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791376.

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Perry, Robin K. "Influences of co-teaching in student teaching on pre-service teachers' teacher efficacy." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/7.

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Teacher education researchers and policy makers recognize field experience, particularly student teaching, as a critical component of pre-service teacher learning and development. The co-teaching model of student teaching, in which cooperating teachers and student teachers jointly plan and deliver instruction, has been adopted by university-based teacher education programs across the United States. The purpose of this study was to examine the relationship between elements of the co-teaching model of student teaching and teacher efficacy outcomes for student teachers. Research suggests that teacher efficacy, a teacher’s beliefs in his or her capacity to affect student performance, is positively associated with teachers’ behaviors and commitment to teaching as well as student achievement and motivation. This quantitative study utilized multiple regression statistical analyses to examine the relationship between co-teaching overall and the relationship, communication, classroom applications, and knowledge base elements and teacher efficacy overall and the domains of efficacy in student engagement, efficacy in instructional strategies and efficacy in classroom management. Descriptive statistics indicated that the relationship and communication elements of student teaching were more prevalent than the classroom applications and knowledge base elements. Student teachers in the sample reported higher levels of efficacy in instructional strategies than efficacy in classroom management and efficacy in student engagement. A positive and statistically significant relationship between teacher efficacy overall, efficacy in student engagement, efficacy in instructional strategies, and efficacy in classroom management and the co-teaching model of student teaching, after controlling for gender and credential program, was found. The findings of this study substantiate teacher education policy makers’ support for the co-teaching model of student teaching.
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Benton-Borghi, Beatrice Hope. "Teaching every student in the 21st century teacher efficacy and technology /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155246234.

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Miller, Patricia S. "Teaching efficacy and referral of students to special education." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/53647.

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The primary purpose of the study was to determine the extent to which teaching efficacy, a motivational construct derived from Bandura's theory of self-efficacy, is related to the referring of students for special education services. Secondary purposes were to gather information on the validity of The Teacher Efficacy Scale (Gibson, 1983) and to obtain a better understanding of the construct of teaching efficacy, and how it is manifested in high and low efficacy teachers. A three-phase study was designed to investigate the problem. A survey of all first, second and third grade teachers in a mid-size urban school district in Virginia resulted in individual referral numbers and a volunteer sample of eighty-one teachers. After elimination of ten of those respondents, a second survey was conducted to gain a measure of efficacy and potentially related environmental variables. Scores from the second survey defined a sample for the interview phase of the study. Findings suggest that high efficacy teachers refer fewer students to special education than do low efficacy teachers. Variables which appear to be related to a teacher's sense of efficacy include support from the administration, assistance I and personal support from the principal, type of school (high or low SES), successful experiences with low-achieving students, and a personal need to be successful with all students. Implications for building teachers' sense of efficacy indicate a two-pronqed change effort: assuring that teachers have the skills to be successful with a wide range of learning needs, and creating an environment which enables teachers to be decisive, independent professionals.
Ed. D.
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Teater, Troy A. Lorsback Anthony L. "Development of teacher efficacy." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128288.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed March 21, 2005. Dissertation Committee: Anthony L. Lorsbach (chair), Thomas P. Crumpler, Kathleen M. Crawford, Rosalyn Templeton. Includes bibliographical references (leaves 195-200) and abstract. Also available in print.
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Sullivan, Lisa. "Guided Imagery's Effects on the Mathematics Teaching Efficacy of Elementary Preservice Teachers." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/393.

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Teacher educators continually strive to find ways to improve the preparation of preservice teacher candidates. In the area of mathematics education, methods courses that follow National Council of Teachers of Mathematics (NCTM) standards for professional development have been successful. This study supports the notion that a mathematics methods course can improve mathematics teaching efficacy in the constructs of personal mathematics teaching efficacy (PMTE) and mathematics teaching outcome expectancy (MTOE). Findings also suggest that mathematics teaching efficacy is developmental in its nature with PMTE developing before MTOE. Employing a quasiexperimental nonequivalent comparison groups pre- and posttest design, the present study examined the effects of guided imagery as an added component of a mathematics methods course and found no significant advantageous treatment effects on mathematics teaching efficacy. However, there were no detrimental effects on mathematics content knowledge and pedagogical skills either. Participation in a reform-based mathematics methods course did affect mathematics teaching efficacy for both groups in the study. Mathematics teaching efficacy beliefs were measured by the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI), and data were analyzed by ANCOVA and paired-samples t-tests. Recommendations for further research on the developmental nature of general teacher efficacy and mathematics teaching efficacy are included.
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Books on the topic "Teaching efficacy"

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Integrating teachers' conceptions: Assessment, teaching, learning, curriculum, and efficacy. New York: Nova Science Publishers, 2008.

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Deehan, James. The Science Teaching Efficacy Belief Instruments (STEBI A and B). Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-42465-1.

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Belland, Brian R. Instructional Scaffolding in STEM Education: Strategies and Efficacy Evidence. Cham: Springer Nature, 2017.

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R, Forness Steven, and Siperstein Gary N, eds. Efficacy of special education and related services. Washington, DC: American Association on Mental Retardation, 1999.

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Fostering self-efficacy in higher education students. London: Palgrave Macmillan in the US is a division of St Martins Press LLC, 2015.

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McCarty, Amy Bebko. Differentiation by interest: A study of its efficacy in the high school physics classroom. [Sweet Briar VA: Sweet Briar College,], 2006.

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Nind, Melanie. Access to communication: Efficacy of intensive interaction teaching for people with severe developmental disabilities who demonstrate ritualistic behaviours. Norwich: University of East Anglia, 1992.

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Young, Sharon K. The efficacy of the Scientific Research Associates corrective reading program for students with reading disabilities. Lewiston, New York: The Edwin Mellen Press, 2014.

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Bacchus, Catherine Maria. A randomized crossover trial to assess the efficacy of a computer-assisted medical diagnostic consultation service as a teaching tool. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1992.

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M, Byrd David, ed. Methods for effective teaching. 3rd ed. Boston: Allyn and Bacon, 2003.

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Book chapters on the topic "Teaching efficacy"

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Cakiroglu, Jale, Yesim Capa-Aydin, and Anita Woolfolk Hoy. "Science Teaching Efficacy Beliefs." In Second International Handbook of Science Education, 449–61. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-1-4020-9041-7_31.

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Irie, Kay. "Self-Efficacy." In The Routledge Handbook of the Psychology of Language Learning and Teaching, 100–111. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429321498-11.

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Blonder, Ron, Naama Benny, and M. Gail Jones. "Teaching Self-Efficacy of Science Teachers." In The Role of Science Teachers’ Beliefs in International Classrooms, 3–15. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-557-1_1.

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Ritchie, Laura. "The Teaching Environment in Higher Education." In Fostering Self-Efficacy in Higher Education Students, 1–20. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-46378-4_1.

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Piechurska-Kuciel, Ewa. "Self-Efficacy in L2: A Research Proposal." In Second Language Learning and Teaching, 31–42. Heidelberg: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00161-6_3.

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Piechurska-Kuciel, Ewa. "Self-regulatory Efficacy and Foreign Language Attainment." In Second Language Learning and Teaching, 337–51. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32954-3_19.

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Goos, Merrilyn, and Aoife Guerin. "Investigating the Self-Efficacy Beliefs and Classroom Practices of Out-of-Field, In-Field, and Upskilled Mathematics Teachers." In Out-of-Field Teaching Across Teaching Disciplines and Contexts, 311–32. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9328-1_15.

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AbstractThe study that we report in this chapter contributes to our broader research agenda for evaluating the impact of a national professional development programme that upskills out-of-field post-primary mathematics teachers in Ireland. The aim of the study was to compare the self-efficacy beliefs, perceived and observed classroom practices of six post-primary mathematics teachers (three groups of 2) who were either out-of-field, upskilled via the professional development programme, or in-field. The teachers completed surveys of their self-efficacy beliefs and approaches to teaching mathematics. Video recordings of three mathematics lessons taught by each teacher were analysed using the Productive Pedagogies classroom observation framework. The findings showed that there were similarities and differences between the three groups of teachers; however, the upskilled teachers were developing self-efficacy beliefs and pedagogical practices that are similar to those of in-field teachers of mathematics.
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Ritchie, Laura. "Implications for Life-Long Connections with Learning and Teaching." In Fostering Self-Efficacy in Higher Education Students, 127–45. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-46378-4_7.

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Erickson, Brad, and Wei Ming Dariotis. "Equity and Efficacy in Teaching Effectiveness Assessment (TEA)." In Emancipatory Change in US Higher Education, 53–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11124-2_4.

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Park, Vicki, Douglas Fisher, and Nancy Frey. "Building Collective Teacher Efficacy Through Teacher Collaboration." In Teaching Literacy in the Twenty-First Century Classroom, 219–37. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47821-6_11.

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Conference papers on the topic "Teaching efficacy"

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Nga, Tran Thanh. "Academic Writing: Attitudes and Self-efficacy." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.5.

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Academic writing is an indispensable requirement at tertiary level. The relationship between writing skills and attitudes towards writing has received much attention from scholars. However, less is known about how EFL learners’ attitudes towards academic writing are correlated with their self-efficacy in this particular skill. Thus, the present study aims at examining this relationship among third-year English major learners at a university in Ho Chi Minh City. A total of 89 learners participated in the study by completing a questionnaire. Data collected were analyzed using quantitative methods. Results showed that there was no difference in academic writing self-efficacy among the participants whereas the females felt more positive about their academic writing compared to the males. Notably, a correlation exists between academic writing attitudes and self-efficacy. These findings confirmed the need of raising teachers’ awareness of motivational factors that can increase academic writing attitudes and self-efficacy among EFL learners.
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Rogers Haverback, Heather. "Self-Efficacy Beliefs: Teaching Experiences in Religion." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435558.

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Edalatifard, Homa, and Elena Prieto. "Teaching academics' self-efficacy in curriculum change." In 2016 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2016. http://dx.doi.org/10.1109/educon.2016.7474686.

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José Castro Silva, Sofia Ferreira Cândido e. "Teachers’ self-efficacy beliefs about pedagogical differentiation strategies." In 3rd International Conference on Teaching, Learning and Education. ACAVENT, 2021. http://dx.doi.org/10.33422/3rd.ictle.2021.02.124.

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Işıksal-Bostan, Mine, and Rukiye Ayan. "MATHEMATICS TEACHING EFFICACY: DOES HAVING EXPERIENCE REALLY MATTERS?" In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1092.

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Lancaster, Stephen. "A study of preservice teachers’ attitudes toward their role as students of statistics and implications for future professional development in statistics." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08302.

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I analyze data from the attitudes of 56 preservice primary teachers related to their role as continuing students of statistics. The variables investigated include preservice primary teachers’ (1) attitudes toward future professional development in statistics, (2) current knowledge of statistics, (3) current statistical self-efficacy, and (4) current self-efficacy to learn statistics in the future. My results suggest that (1) current self-efficacy to learn statistics in the future is a moderate predictor of preservice primary teacher beliefs that future professional development in statistics will help their classroom teaching, and (2) current self-efficacy to learn statistics in the future can vary for preservice primary teachers throughout their preparation program.
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Nuvitasari, Intan, Rizka Rizka Safriyani, and Rakhmawati Rakhmawati. "Students' Self-Efficacy In Public Speaking Program At SMKN 1 Lamongan." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.52.

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"The Teaching Efficacy of College English Teachers under the Background of Teaching Reform." In 2018 2nd International Conference on Social Sciences, Arts and Humanities. Francis Academic Press, 2018. http://dx.doi.org/10.25236/ssah.2018.028.

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Duca, Diana Sînziana, and Maria Doina Schipor. "The Classroom Demands and Teacher Self-Efficacy in On-Site and Online Teaching." In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/20.

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We investigate in this work the relationship between the perceived demands of the teaching profession and the general sense of teachers’ self-efficacy in on-site and online teaching contexts. We present the results of a study with N= 127 Romanian teachers, with ages ranged from 19 to 55, with a mean age of 39,26 years, SD = 9,20 (123 females, 4 males; 73 from urban area, 54 from rural area). Our results show that the self-efficacy of teachers is lower in online professional activities, compared to the self-efficacy of teachers perceived in the on-site professional activities. In the case of the online teaching environment the teachers with high scores on teachers’ self-efficacy tends to consider as being more challenging when dealing with different levels of children's development, working with children with learning disabilities, who have a small number of attendances, who do not follow the received instructions and with children who need more time and energy compared to other children. We discuss implications of our results for policies and strategies to enhance the quality of teaching practices.
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Moreno, Ma Monica L., Timothy Jireh C. Gaspar, Johanna Marion R. Torres, Jenilyn L. Agapito, and Maria Mercedes T. Rodrigo. "Factors Affecting Student Self-Efficacy during Emergency Remote Teaching." In ICMET 2022: 2022 the 4th International Conference on Modern Educational Technology. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3543407.3543420.

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Reports on the topic "Teaching efficacy"

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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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2

Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

Full text
Abstract:
Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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3

Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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