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Journal articles on the topic 'Teaching efficacy'

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Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

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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3

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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4

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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5

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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6

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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7

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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9

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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10

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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11

Pierce-Friedman, Kathleen H. "Self-efficacy and Isolation: Teaching Online." International Journal for Cross-Disciplinary Subjects in Education 9, no. 1 (March 30, 2018): 3335–45. http://dx.doi.org/10.20533/ijcdse.2042.6364.2018.0446.

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12

Kingery, Paul M., J. David Holcomb, Maria Jibaja-Rusth, B. E. (Buzz) Pruitt, and W. P. Buckner. "The Health Teaching Self-Efficacy Scale." Journal of Health Education 25, no. 2 (April 1994): 68–76. http://dx.doi.org/10.1080/10556699.1994.10603006.

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13

Robinia, Kristi A., and Mary L. Anderson. "Online Teaching Efficacy of Nurse Faculty." Journal of Professional Nursing 26, no. 3 (May 2010): 168–75. http://dx.doi.org/10.1016/j.profnurs.2010.02.006.

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14

Takunyaci, Meral, and Mithat Takunyaci. "Preschool Teachers’ Mathematics Teaching Efficacy Belief." Procedia - Social and Behavioral Sciences 152 (October 2014): 673–78. http://dx.doi.org/10.1016/j.sbspro.2014.09.261.

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Quinco-Cadosales, Maria Nancy. "Teaching Efficacy of Elementary Students Teachers." Journal of Research in Administrative Sciences 6, no. 1 (June 15, 2017): 7–12. http://dx.doi.org/10.47609/jras20170102.

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Carpenter, Dick M., Lindy Crawford, and Ron Walden. "Testing the efficacy of team teaching." Learning Environments Research 10, no. 1 (January 2007): 53–65. http://dx.doi.org/10.1007/s10984-007-9019-y.

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Pardimin, Pardimin. "SELF-EFFICACY MATEMATIKA DAN SELF-EFFICACY MENGAJAR MATEMATIKA GURU MATEMATIKA." Jurnal Ilmu Pendidikan 24, no. 1 (October 3, 2018): 29. http://dx.doi.org/10.17977/um048v24i1p29-37.

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Abstract: Self Efficacy in Mathematics and in Mathematics Teaching among Junior High-school Teachers. This study investigates teachers’ self efficacy in mathematics and in mathematics teaching, involving 38 junior high school mathematics teachers in the city of Yogyakarta, Indonesia. The research instrument to measure self efficacy in mathematics consists of 18 questions with a reliability coefficient of .86, whereas the one to measure mathematics-teaching self efficacy consists of 18 statements with a reliability coefficient of .826. Both instruments were adapted from the Mathematics Teaching and Mathematics Self-Efficacy Scale (MTMSE) developed by Kahle (2008). The results show that mathematics self efficacy and teaching mathematics self efficacy of the junior high school mathematics teachers in the city of Yogyakarta are high, with a correlation coefficient of .477. The mathematics self-efficacy instrument consists of three parts, namely arithmetics, algebra, and geometrics, and arithmetic self-efficacy is found to be positively correlated with teaching mathematics self-efficacy with a multiple correlation coefficient of 0,605.Abstrak: Self-Efficacy Matematika dan Self-Efficacy Mengajar Matematika Guru Matematika SMP Kota Yogyakarta. Self-efficacy matematika adalah konsep diri terkait kepercayaan individu pada kemampuannya untuk melakukan atau menyelesaikan suatu tugas atau masalah matematika. Self-efficacy mengajar matematika merupakan keyakinan seorang guru terhadap kemampuannya untuk mengatur dan melaksanakan tindakan pembelajaran matematika demi mencapai suatu tujuan serta yakin mampu untuk menghadapi segala tantangan dan mampu memprediksi seberapa besar usaha yang dibutuhkan untuk mencapai tujuan yang tepat dalam pembelajaran matematika. Penelitian tentang self-efficacy matematika self-efficacy mengajar matematika telah dilakukan terhadap 38 guru matematika SMP di kota Yogyakarta. Instrumen penelitian terdiri dari dua bagian. Pertama adalah instrumen self-efficacy matematika yang terdiri dari 18 petanyaan dengan koefisien reliabilitas sebesar 0,860. Kedua adalah instrumen self-efficacy mengajar matematika yang terdiri dari 18 pernyataan dengan koefisien reliabilitas sebesar 0,826. Kedua intrumen tersebut diadaptasi dari Mathematics Teaching and Mathematics Self-Efficacy Scale (MTMSE) yang dikembangkan oleh Kahle (2008). Hasil penelitian menunjukkan bahwa self-efficacy matematika dan self-efficacy mengajar matematika guru SMP di kota Yogyakarta termasuk tinggi dengan koefisien korelasi antara keduanya sebesar 0,477. Instrumen self-efficacy matematika terdiri dari tiga bagian yaitu aritmatika, aljabar, dan geometrika. Hanya self-efficacy aritmatika yang berkorelasi positif dengan self-efficacy mengajar matematika dengan koefisien korelasi ganda sebesar 0,605.

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18

Go, Jeong Wan. "The effects of Pre-service Teachers Teaching Aptitude, Teaching Motivation, and Teaching Professionalism on Teaching Efficacy." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 11 (June 15, 2019): 763–82. http://dx.doi.org/10.22251/jlcci.2019.19.11.763.

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19

Eunsoo Shin and 김현진. "Pedagogical Content Knowledge among of Science Teaching Efficacy on Science Teaching." EARLY CHILDHOOD EDUCATION & CARE 5, no. 2 (October 2010): 5–23. http://dx.doi.org/10.16978/ecec.2010.5.2.001.

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Sung, Minkyung, and Jihyun Kim. "Infant Teachers’ Mathematical Teaching Initiative: Constructivist Belief and Play Teaching Efficacy." Korean Journal of the Human Development 25, no. 3 (September 30, 2018): 37–50. http://dx.doi.org/10.15284/kjhd.2018.25.3.37.

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21

박현주 and Yoon Su Baek. "Elementary Teachers' Perceptions of Frontier Science Teaching and their Teaching Efficacy." Journal of Engineering Education Research 20, no. 1 (January 2017): 3–9. http://dx.doi.org/10.18108/jeer.2017.20.1.3.

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22

Suddeath, Eric, Eric Baltrinic, and Suzanne Dugger. "The Impact of Teaching Preparation Practices on Self‐Efficacy Toward Teaching." Counselor Education and Supervision 59, no. 1 (March 2020): 59–73. http://dx.doi.org/10.1002/ceas.12166.

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23

Safura, Siti, and Cut Mawar Helmanda. "Students Teachers’ Self- Efficacy and Teaching Effectiveness." International Journal of English Education and Linguistics (IJoEEL) 4, no. 2 (December 19, 2022): 53–59. http://dx.doi.org/10.33650/ijoeel.v4i2.4653.

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This study concerned to the experience of students who had completed the teaching practice as their task in university. This study aims to discuss how self-efficacy influences teaching effectiveness, specifically at initial teaching of their teaching practice. The phenomenological approach as part of qualitative research was applied to see the students’ experience during teaching practice. The sample was four students at English Department, University of Muhammadiyah, Aceh that selected purposively. The four students were interviewed pertaining to five aspects: the importance of self-efficacy, promoting students’ learning, classroom management, building self-efficacy, and teaching ability. To interpret the interview data, the Huberman’ concept was proposed. The finding revealed that the self-efficacy outlines the advantageous for student teachers who were unversed in teaching-learning process. This self-efficacy helped them to have the braveness and the eagerness in increasing the teaching ability that positively affected their teaching effectiveness.

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Abdel-Haq, Eman Mohammed, Mervat Abou-Baker El-Dib, and Nesreen Ahmed Ahmed Ali El-Sweedy. "Teaching Self-Efficacy vs. Learning Self-Efficacy in EFL Writing Pedagogy." مجلة كلية التربية : جامعة بنها 25, no. 97 P1 (January 2014): 1–26. http://dx.doi.org/10.12816/0021905.

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Ünlü, Melihan, and Erhan Ertekin. "The Relationship between Mathematics Teaching Self-efficacy and Mathematics Self-efficacy." Procedia - Social and Behavioral Sciences 106 (December 2013): 3041–45. http://dx.doi.org/10.1016/j.sbspro.2013.12.350.

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Prichard, Stephanie. "A Mixed-Methods Investigation of Preservice Music Teaching Efficacy Beliefs and Commitment to Music Teaching." Journal of Research in Music Education 65, no. 2 (June 13, 2017): 237–57. http://dx.doi.org/10.1177/0022429417710387.

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The purpose of this study was to investigate the music teaching efficacy beliefs and commitment to teaching of preservice music teachers enrolled in an introductory music education course. Also explored was the impact of introductory music education course experiences on preservice music teachers’ music teaching efficacy beliefs and commitment to teaching. This study was conducted in a sequential explanatory mixed-methods design, organized into two strands (Strand I: Quantitative, Strand II: Qualitative). Introductory music education students ( N = 684) from 41 National Association of Schools of Music–accredited institutions participated in Strand I, with a nested sample of 24 interviewees participating in Strand II. Preservice music teachers’ efficacy beliefs were interpreted as having two dimensions: music teaching efficacy beliefs and classroom management efficacy beliefs. Mixed-methods analyses indicated that introductory music education students’ music teaching efficacy beliefs may have been impacted by a variety of course experiences, including individual mentoring, peer teaching, and field experience. Participants’ commitment to teaching may have been strengthened by mentoring, although instances of weakened commitment were rare. Additional findings included the types and qualities of experiences perceived by participants as influential to music teaching efficacy beliefs or commitment.

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Regier, Bradley J. "Examining Relationships Among Concert Band Directors’ Efficacious Sources, Self-Efficacy for Teaching Strategies, and Effective Teaching Skills." Journal of Research in Music Education 68, no. 4 (August 6, 2020): 436–50. http://dx.doi.org/10.1177/0022429420943137.

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The purpose of this study was to investigate the extent that concert band directors’ self-efficacy for teaching strategies was influenced by its four sources: mastery experiences, verbal persuasions, vicarious experiences, and physiological state. A secondary purpose was to investigate possible relationships between directors’ self-efficacy and self-perceptions of effective teaching. Participants were high school concert band directors ( N = 610). They responded to the Concert Band Directors’ Self-Efficacy for Teaching Strategies Scale, Sources of Self-Efficacy for Concert Band Teaching Scale, and a scale for effective teaching abilities. Directors’ self-efficacy for teaching strategies were influenced most by mastery experiences, followed by verbal persuasions, physiological state, and vicarious experiences. Participants’ self-efficacy scores associated with their experience level and the influence of each source on self-efficacy differed between early-, mid-, and late-career directors. Furthermore, participants who reported greater self-efficacy for teaching strategies also rated themselves as more confident for using effective teaching skills.

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Parker, Marian J., A. J. Guarino, and Roy Wade Smith. "Self-Efficacy in a Sample of Education Majors and Teachers." Psychological Reports 91, no. 3 (December 2002): 935–39. http://dx.doi.org/10.2466/pr0.2002.91.3.935.

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The teachers' self-efficacy, both personal and general, has a profound effect on students' learning. This study investigated the influence on education students' perceptions of their experience as teaching interns of Personal Teaching Efficacy and General Teaching Efficacy. The participants were 196 undergraduates and graduate students who were preparing for or active as interns in teaching or were teachers. There was a significant effect between Personal Teaching Efficacy and General Teaching Efficacy scores, with all respondents scoring higher on the former scale. A significant interaction indicated that students who had not completed internships scored significantly higher on General Teaching Efficacy than either students who had just completed internships or those who were engaged in teaching. Implications are discussed.

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Duong, Quang Minh, An Thuy Nguyen, and Phan Hong Nguyen. "Demography Factors and Faculty Members’ Teaching Efficacy in Vietnamese Higher Education." Journal of Studies in Education 7, no. 1 (December 20, 2016): 17. http://dx.doi.org/10.5296/jse.v7i1.10397.

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Faculty members’ perceptions of teaching efficacy have a positive influence on teaching performance and students’ learning achievement. Even less is known about university faculty teaching efficacy in the countries like Vietnam. This study was to investigate university faculties’ perceptions of teaching efficacy in Vietnamese higher education and their relation to faculty members’ demography. A questionnaire measuring 27 items of six factors of teaching efficacy was distributed to 124 university faculty members in Vietnam. The results showed that the most faculty members were highly measured with their teaching efficacy. Different factors of demography have different influences towards teaching efficacy. Almost demography factors, except length of employment factor, of gender, marital status, age groups, academic rank, and educational attainment were significant differences in faculty teaching efficacy. The study’s implications for university management are also discussed.

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Mehdinezhad, Vali. "Faculty Members’ Understanding of Teaching Efficacy Criteria." Education Inquiry 3, no. 1 (March 2012): 49–69. http://dx.doi.org/10.3402/edui.v3i1.22013.

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31

Saetnan, Eli. "Developing teaching self-efficacy for aspiring academics." Developing Academic Practice: Volume 2022, Issue January 2022, January (January 1, 2022): 1–16. http://dx.doi.org/10.3828/dap.2022.2.

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Self-efficacy theory provides a framework for understanding how confidence relates to teaching practice, and the role academic development might play in improving both confidence and academic practice either directly or indirectly. Here I use this framework to evaluate the outcomes of a programme developed to meet the needs of aspiring academics at a research-intensive university. Taking an interpretative phenomenological approach, I explored participants confidence journeys through semi-structured interviews to discover which experiences had the most impact on their teaching confidence. The findings are then used to discuss how elements of the academic development programme were particularly beneficial to building participants’ confidence with implications for future programme design.

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Kwon, Hyuk-il. "Development and Validation of Teaching Efficacy Scale." Asia-pacific Journal of Multimedia services convergent with Art, Humanities, and Sociology 7, no. 11 (November 30, 2017): 413–20. http://dx.doi.org/10.14257/ajmahs.2017.11.80.

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Choi, Eunjeong, and Juhee Lee. "EFL teachers’ self-efficacy and teaching practices." ELT Journal 72, no. 2 (November 28, 2017): 175–86. http://dx.doi.org/10.1093/elt/ccx046.

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Tyas, A. S., Senam, A. Wiyarsi, and E. W. Laksono. "Chemistry teaching self-efficacy: A scale development." Journal of Physics: Conference Series 1440 (January 2020): 012005. http://dx.doi.org/10.1088/1742-6596/1440/1/012005.

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Benz, Carolyn R., Larry Bradley, M. Kay Alderman, and Mary Ann Flowers. "Personal Teaching Efficacy: Developmental Relationships in Education." Journal of Educational Research 85, no. 5 (May 1992): 274–85. http://dx.doi.org/10.1080/00220671.1992.9941127.

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Kleinsasser, Robert C. "Teacher efficacy in Teaching and Teacher Education." Teaching and Teacher Education 44 (November 2014): 168–79. http://dx.doi.org/10.1016/j.tate.2014.07.007.

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37

Ellez, Murat. "Self-efficacy beliefs of students of primary school teaching department regarding mathematics and teaching mathematics." African Educational Research Journal 8, no. 4 (October 26, 2020): 747–53. http://dx.doi.org/10.30918/aerj.84.20.165.

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Prospective teachers’ attitudes and beliefs regarding self-efficacy beliefs become the basis of their attitudes in their professional lives, as they affect their students’ attitudes and self-efficacy. The aim of this study is to determine the primary teacher training students’ attitudes towards mathematics and self-efficacy beliefs regarding teaching math and the relationship among them. The “Relational Scanning Model” is used in the study. Data is collected from 290 students who were studying in the Primary Education Department of 9 Eylül University, Buca Faculty of Education. Mathematics Attitude Scale and Self-efficacy Belief Scale towards Teaching Mathematics are used to gather data. SPSS 22 was used for data analyses. T-test used for identifying significance of differences, and the Pearson correlation coefficient by means of different aspects. Results showed no differences by gender in attitudes towards math and self-efficacy beliefs regarding teaching math of the students who completed the survey. However, although Primary Education prospective teachers scores were higher in their attitude points and self–efficacy towards math teaching, a significant difference between pre-school and primary school prospective teachers. Besides, results revealed a relationship between attitude and self-efficacy beliefs regarding math. To further research, it is recommended that the same surveys should be done with different groups and the larger sample sizes

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Arslan, Ali. "The Mediating Role of Prospective Teachers’ Teaching Self-Efficacy between Self-Efficacy Sources and Attitude towards Teaching Profession." International Journal of Educational Methodology 5, no. 1 (February 15, 2019): 101–10. http://dx.doi.org/10.12973/ijem.5.1.101.

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Erbaş, Mustafa Kayıhan. "Predictive Validity of Teaching Efficacy Beliefs on Teaching-Learning Conceptions: A Study of Physical Education Teacher Candidates." Journal of Education and Learning 10, no. 1 (December 30, 2020): 61. http://dx.doi.org/10.5539/jel.v10n1p61.

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This study aimed to determine the relationship between the teaching efficacy of physical education teacher candidates and their teaching-learning conceptions and to determine the validity of the level of teaching efficacy predicting teaching-learning conceptions. The study group consisted of 433 teacher candidates studying in physical education and sport teaching departments. The study revealed that teacher candidates’ teaching efficacy levels and their adoption of constructivist conceptions were high and that teacher efficacy levels were important predictors of teaching-learning conceptions.

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Villena-Agreda, Ma Ivy. "Exploring Self-efficacy, Research, and Teaching Skills among Undergraduate Thesis Advisers." JPAIR Institutional Research 17, no. 1 (October 10, 2021): 43–59. http://dx.doi.org/10.7719/irj.v17i1.751.

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Research is now an active part of the academe. This descriptive-correlational study utilizing the purposive sampling technique was conducted to determine the level and relationships of self-efficacy, teaching skills, and research skills among the undergraduate thesis advisers of NIPSC-BVC. Using Hoy and Woolfolk’s (1993) Teacher Efficacy Scale and Research Skills and Teaching Skills Assessment Instruments, data were collected. Mean, ANOVA, Pearson’s r, and t-test were used in the analysis of data. Results revealed that the general teaching efficacy of the respondents is good while personal teaching efficacy is very good. The level of teaching skills of respondents’ ages 40-49 and 11-20 years of teaching experience is excellent, while respondents’ aged 20-39, 50 and above, with 0-10 and 21 or more years in service, possess the strong ability. Results also showed that agriculture thesis advisers have strong teaching skills while education respondents are excellent. A significant correlation was observed between respondents’ general teaching efficacy and teaching skills, research and teaching skills, and general teaching efficacy and research skills. The respondents’ level of general teaching efficacy, when grouped according to age and teaching skills according to the department, showed a significant difference. Based on the results of the study, instructional and research capability-building activities that enhance the respondents’ self-efficacy, research skills, and teaching skills were proposed and conducted.

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Komarraju, Meera. "A Social-Cognitive Approach to Training Teaching Assistants." Teaching of Psychology 35, no. 4 (October 2008): 327–34. http://dx.doi.org/10.1080/00986280802374344.

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Across 4 years, 87 teaching assistants (TAs) completed measures designed to assess personal efficacy, teacher efficacy, and liking for teaching before (pretest) and after (posttest) a weeklong training program. Paired sample t tests revealed a significant increase in personal efficacy and liking for teaching, a significant positive correlation between personal efficacy and desire for teaching (at pretest), and a significant positive association among all 3 variables at posttest. Personal efficacy predicted a significant amount of variance in liking for teaching at pretest (24%) and posttest (28%). A social-cognitive framework explains how components of the training program contribute to increased TA personal efficacy and enjoyment of teaching.

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Comstock, Meghan, Erica Litke, Kirsten Lee Hill, and Laura M. Desimone. "A Culturally Responsive Disposition: How Professional Learning and Teachers’ Beliefs About and Self-Efficacy for Culturally Responsive Teaching Relate to Instruction." AERA Open 9 (January 2023): 233285842211400. http://dx.doi.org/10.1177/23328584221140092.

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Persistent social inequities in the United States demand attention to culturally responsive (CR) teaching, which requires a specific disposition toward students and teaching. Using survey data of secondary teachers ( N = 417) in seven urban districts across the country engaging in equity-oriented professional learning (PL) initiatives, we examine the relationship between teachers’ beliefs about, self-efficacy for, and engagement in PL around CR teaching and their self-reported CR teaching practices. We find correlational evidence that teacher-reported self-efficacy with CR teaching and engagement in PL focused on CR teaching are associated with higher self-reported frequency of CR teaching. We also find that teachers who have beliefs aligned with CR teaching have a stronger relationship between their CR teaching self-efficacy and self-reported CR teaching practices. Finally, we find evidence that changes in CR teaching self-efficacy are associated with changes in self-reported CR teaching—suggesting that CR teaching self-efficacy may drive changes in CR teaching.

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DeChenne, Sue Ellen, Natalie Koziol, Mark Needham, and Larry Enochs. "Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants." CBE—Life Sciences Education 14, no. 3 (September 2015): ar32. http://dx.doi.org/10.1187/cbe.14-09-0153.

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Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor’s belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K–12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs.

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Duong, Minh-Quang. "The Effects of University Environment Factors on Faculty Members’ Teaching Efficacy in Vietnam." International Research in Education 5, no. 2 (September 26, 2017): 29. http://dx.doi.org/10.5296/ire.v5i2.11738.

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Teaching efficacy is a belief that instructors have in their own capacities to influence student engagement and learning. Most of the research conducted on teaching efficacy has focused on the elementary and secondary school teachers, even less is known about university faculty teaching efficacy in the countries like Vietnam. The purpose of this study was to investigate university faculty’s perceptions of teaching efficacy in Vietnam and the relationship of perceived university environment factors to faculty’ teaching efficacy was examined. A questionnaire measuring 27 items of six factors of teaching efficacy was distributed to 124 university faculty members in Vietnam. The results showed that the most faculty members were highly measured with their teaching efficacy and faculty members felt efficacious from the greatest to the least in the following dimensions: course design, class management, learning assessment, instructional strategy, technology usage, and interpersonal relation. In addition, university environment factors such as learning resources and organizational culture had significantly effects on faculty teaching efficacy. The study’s implications for university management were also discussed.

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Kim, Dongryeul. "Pre-service teachers’ teaching efficacy and perception for teaching multi-cultural science." Association of Global Studies Education 9, no. 1 (March 28, 2017): 95–119. http://dx.doi.org/10.19037/agse.9.1.04.

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Pinahayu, Ek Ajeng Rahmi, Risma Nurul Auliya, and Luh Putu Widya Adnyani. "HUBUNGAN ANTARA PEDAGOGICAL CONTENT KNOWLEDGE, MATHEMATICS TEACHING ANXIETY, DAN MATHEMATICS TEACHING EFFICACY." Jurnal THEOREMS (The Original Research of Mathematics) 5, no. 2 (January 22, 2021): 122. http://dx.doi.org/10.31949/th.v5i2.2530.

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sin hea sook and cho jin young. "A Relationship between Teaching Efficacy and Occupational Identity of Dance Teaching Artists." Official Journal of the Koeran Society of Dance Science 31, no. 2 (July 2014): 1–16. http://dx.doi.org/10.21539/ksds.2014.31.2.1.

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MONTEBON, Darryl Roy. "STUDENT TEACHING ENHANCEMENT PROGRAM (STEP) AND PRESERVICE TEACHERS’ TEACHING EFFICACY IN SCIENCE." Journal of Computer and Education Research (ISSN:2148-2896) 3, no. 5 (June 25, 2015): 1. http://dx.doi.org/10.18009/jcer.49008.

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Sung, Min Kyung, and Ji Hyun Kim. "Infant teachers’ mathematical teaching initiative : Play teaching efficacy and mathematical content knowledge." Korean Council For Children's Rights 22, no. 4 (November 30, 2018): 685–701. http://dx.doi.org/10.21459/kccr.2018.22.4.685.

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MILLS, NICOLE. "Teaching Assistants’ Self-Efficacy in Teaching Literature: Sources, Personal Assessments, and Consequences." Modern Language Journal 95, no. 1 (February 24, 2011): 61–80. http://dx.doi.org/10.1111/j.1540-4781.2010.01145.x.

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