Self-Efficacy Perceptions of Novice and Career Teachers in Instructional Strategies, Student Engagement, and Classroom Management

The purpose of this study is to contribute to the body of literature that identifies where in the career cycle that teachers need the most support and they experience the greatest levels of self-efficacy in classroom management, student engagement, and instructional strategies. Teachers’ efficacy beliefs were measured using the 12-item short form version of the Teacher Sense of Efficacy Scale (TSES- Tschannen-Moran & Woolfolk Hoy, 2001). This instrument is considered valid and reliable while demonstrating the ability to capture teachers’ efficacy beliefs in three areas: student engagement, instructional strategies, and classroom management (Tschannen-Moran & Woolfolk Hoy, 2001). The short form of the Teacher Sense of Efficacy Scale is comprised of 12 items, with three 4-item subscales. These subscales measured teachers’ self-efficacy beliefs for instructional strategies, student engagement, and classroom management (Tschannen-Moran & Johnson, 2001). The teacher/participant administered the Teacher Sense of Efficacy Scale (TSES) during a regularly scheduled Friday faculty meeting. From a potential of 61 participants, 59 staff members participated in the study (2 staff members were absent). The implications of this research may be help district and building level leaders who are looking to impact student achievement advocate transformative learning and the enhancement of self-efficacy levels for all classroom teachers with special consideration of career cycle stages (White, 2008)

High School Teachers’ Sense of Efficacy: Traditional Teaching vs. Teaching With a Learning Management System

Teacher efficacy has an impact on how students achieve in the classroom. There is a variety of ways teachers help students learn. For example, the method of traditional instruction includes the use of a textbook and teacher lectures. However, a current trend in education is for schools to use a Learning Management System, like Schoology, to help teachers organize and distribute resources to students. This study will help administrators understand if teachers have a stronger or weaker sense of efficacy through the use of traditional instruction or instruction with the use of Schoology. The study is important because administrators need to understand how the programs they are implementing in schools impact teacher efficacy beliefs. The purpose of this causal comparative study was to employ Bandura’s theory of self-efficacy, to identify if there was a difference in high school teacher efficacy beliefs of those who teach with Schoology in their classrooms and those employ traditional methods. The researcher attained permission from the Superintendent of five school districts and high school teachers were asked to participate in the Teacher Sense of Efficacy Scale (TSES) via email. Participants completed the survey through a link in their email, and the researcher analyzed data using the MANOVA to test if each dependent variable of teacher efficacy differs significantly. The MANOVA determined that there was no significant difference among the groups in terms of their teacher efficacy. Although no significant differences were reported, the research adds to the body of literature since there are very few studies on the impact of an LMS in K-12 education

Teaching skills and coping styles in Elementary Teachers

Esta investigación tiene como objetivo analizar las diferencias de la autopercepción de la eficacia del profesorado de Educación Primaria según el nivel autopercibido del desarrollo de habilidades docentes. En una muestra de N=33 maestros en activo tomada de centros educativos de Valladolid pertenecientes a la etapa de Primaria, se aplicó la escala de autovaloración tipo Likert ECAD-EP (Valdivieso, Carbonero y Martín-Antón, 2013) para la medición de la autovaloración de habilidades docentes en tres dimensiones (socioemocional, comunicativo-relacional e instruccional) y una escala de autovaloración del nivel de eficacia docente adaptada por Sunjin Oh (2011) del Test Teacher Sense of Efficacy Scale (TSES, Tschannen-Moran & Woolfolk, 2001). Se hicieron cálculos estadísticos descriptivos y de comparación de medias (pruebas U y W), revelando los resultados obtenidos que existen diferencias significativas en todas las dimensiones, especialmente en la instrucional. Se puede concluir la necesidad de desarrollar programas formativos en el profesorado para el desarrollo potencial de habilidades docentes con el fin de incrementar los niveles de autoeficacia y, con ello, el desarrollo de la calidad en los procesos educativos.This research aims to analyze the differences in self-perceived of the efficacy of Primary School teachers according to the self-perceived level of development of teaching skills. In a sample of N = 33 teachers of Primary School teachers in Valladolid was applied to the Likert scale ECAD-EP (Valdivieso, Carbonero & Martín-Antón, 2013) to measure the applied self-assessment of teaching skills in three dimensions (a. Social-emotional, b. Communicative and Relationship, c. Instructional) and a self-assessment of the level of teaching effectiveness rating scale adapted by Sunjin Oh (2011) created by Tschannen-Moran & Woolfolk (2001): Teacher Sense of Efficacy Scale (TSES). Descriptive statistical calculations and mean comparison (U and W tests) were made. The results revealed significant differences in all dimensions, especially in the instructional factor. We conclude the need to develop training programs for teachers in the potential development of teaching skills in order to increase levels of self-efficacy and thereby the development of quality in education.peerReviewe

Teaching skills and coping styles in elementary teachers.

Esta investigación tiene como objetivo analizar las diferencias de la autopercepción de la eficacia del profesorado de Educación Primaria según el nivel autopercibido del desarrollo de habilidades docentes. En una muestra de N=33 maestros en activo tomada de centros educativos de Valladolid pertenecientes a la etapa de Primaria, se aplicó la escala de autovaloración tipo Likert ECAD-EP (Valdivieso, Carbonero y Martín-Antón, 2013) para la medición de la autovaloración de habilidades docentes en tres dimensiones (socioemocional, comunicativo relacional e instruccional) y una escala de autovaloración del nivel de eficacia docente adaptada por Sunjin Oh (2011) del Test Teacher Sense of Efficacy Scale (TSES, Tschannen-Moran & Woolfolk, 2001). Se hicieron cálculos estadísticos descriptivos y de comparación de medias (pruebas U y W), revelando los resultados obtenidos que existen diferencias significativas en todas las dimensiones, especialmente en la instrucional. Se puede concluir la necesidad de desarrollar programas formativos en el profesorado para el desarrollo potencial de habilidades docentes con el fin de incrementar los niveles de autoeficacia y, con ello, el desarrollo de la calidad en los procesos educativos.This research aims to analyze the differences in self-perceived of the efficacy of Primary School teachers according to the self-perceived level of development of teaching skills. In a sample of N = 33 teachers of Primary School teachers in Valladolid was applied to the Likert scale ECAD-EP (Valdivieso, Carbonero & Martín Antón, 2013) to measure the applied self-assessment of teaching skills in three dimensions (a. Social-emotional, b. Communicative and Relationship, c. Instructional) and a self-assessment of the level of teaching effectiveness rating scale adapted by Sunjin Oh (2011) created by Tschannen-Moran & Woolfolk (2001): Teacher Sense of Efficacy Scale (TSES). Descriptive statistical calculations and mean comparison (U and W tests) were made. The results revealed significant differences in all dimensions, especially in the instructional factor. We conclude the need to develop training programs for teachers in the potential development of teaching skills in order to increase levels of self-efficacy and thereby the development of quality in education.peerReviewe

Impact of Conscious Discipline on Teacher Efficacy and Burnout: Perspectives for Elementary Teachers

This study examined the impact of Conscious Discipline® on Michigan elementary teachers’ perceptions of their self-efficacy and burnout levels. Teachers completed a survey of the Teacher Sense of Efficacy Scale (TSES) and Maslach’s Burnout Inventory (MBI) and were observed using a fidelity instrument (Rain, 2014) by the researcher five months after the adoption of Conscious Discipline® school-wide in the treatment group (n = 12). The control group (n = 15) was matched with similar student population demographics, and the same surveys and fidelity instrument (Rain, 2014) were used. Results from this study found no statistical significance in the TSES or MBI scores between those in treatment and control groups. Additionally, no statistical significance was found in the observed implementation level of Conscious Discipline® and efficacy or burnout scores

The Relationship Between Teacher Self-efficacy and the Quantity of Office Discipline Referrals They Write

Teachers’ levels of self-efficacy affect not only how they view themselves, but also how they view their students. Some students receive more discipline referrals than others, leading to higher retention and dropout rates for those students with a significant number of discipline referrals. Discipline referrals are subjective. Therefore, each person’s viewpoint attributes to how student behavior is perceived and reported. In addition to a disproportionate number of referrals received by certain students, some teachers are more prone to write a large number of referrals. Social cognitive theory states that an individual’s self-efficacy influences his or her actions. Individuals with a more positive self-efficacy are much more likely to achieve more favorable results. Those with a less positive self-efficacy are much less likely to achieve the desired outcome. This quantitative correlational study examined the overall self-efficacy and self-efficacy in the areas of classroom management, student engagement, and instructional strategies of 72 high school teachers across three high schools in the southeastern United States and the number of office discipline referrals they write. Each teacher was administered the short form of the Teacher Self-Efficacy Scale (TSES). A Spearman’s Rank Order was used to evaluate the relationship between the composite and subscale scores (classroom management, student engagement, and instructional strategies) on the TSES and each teacher’s number of office discipline referrals. The results indicated a weak negative relationship between teacher self-efficacy and the number of discipline referrals written. However, the relationship was not statistically significant. By understanding the connection between teacher self-efficacy and discipline referrals, administrators and district personnel may be able to improve student retention and dropout rates by identifying and providing additional capacity to teachers with lower self-efficacy

Teacher Self-Efficacy, Teacher Attitudes about Reform Accountability Measures, and Teacher Burn-out

Teacher rhetoric surrounding Indiana’s recent education reform policies and teacher accountability measures have indicated a possible increase in teacher burnout and potentially lower levels of teacher self-efficacy. This study examines the relationship between teacher self-efficacy, teacher burnout, and teachers’ attitudes about three reform accountability measures – teacher effectiveness ratings, A – F school grades, and performance pay. The study was based on responses from 106 urban elementary teachers in an Indiana school district with more than 15,000 students. Correlations between burnout and self-efficacy were found to be consistent with previous studies, while small correlations were found between teachers’ attitudes about the reform accountability measures of school grades and performance pay, and burnout. Multiple regression models used to test the predictability of burnout from teacher self-efficacy and teachers’ attitudes about reform measures resulted in few significant predictors from the teacher attitude subscales. Possible implications are discussed relevant to educational leadership, teacher turnover, and constrained professionalism

Professional Learning Communities and Teacher Efficacy: A Correlational Study

This research investigated the correlational relationship between professional learning communities (PLCs) as a structure for job-embedded professional development and participating teachers’ self-efficacy. The specific research questions for this study were: 1) How closely does job-embedded professional development align to the National Staff Development Council’s (NSDC) standards for professional development?; 2) To what extent are professional learning communities implemented with fidelity?; and 3) What is the relationship of professional learning communities and participating teachers’ reported self-efficacy? This quantitative study involved certified staff from 12 Title I elementary schools from a demographically diverse public local education agency (LEA) in the Piedmont region of North Carolina. The LEA selected for this research study had a self-reported structure of professional learning communities as a framework for conducting real-time professional development. The findings from this study revealed a significant relationship between the components of professional learning communities and teacher self-efficacy. In particular the PLC component “shared and supportive leadership” revealed the largest degree of correlation to the three components of self-efficacy. These findings are analyzed, implications for practice are presented, and suggestions for further research are offered

An extended literature review on in-service EFL teachers’ self-efficacy beliefs

Self-efficacy (SE) plays an important function for a teacher in boosting teacher-student engagement which may lead to positive outcomes. To investigate the different SE-related concerns among teachers, meta-analysis studies, systemic reviews, and many other sorts of studies in the field of education have been undertaken. In this study, an extended literature review was conducted to particularly investigate the issue of in-service EFL teachers' self-efficacy beliefs. To this end, using terms such as "self-efficacy in general teachers," "self-efficacy in EFL teachers," and "self-efficacy in language teachers," the researcher searched several important databases and found 31 relevant academic journal articles published over the past six years (2015–2021). These papers were derived from the following databases: Elsevier, Taylor & Francis Online, Wiley Online Library, Google Scholar, the JSTOR digital library, Education Source, ERIC (EBSCO), Sage Journal, Cambridge Core, Research Gate, and Research Online. This literature review reveals that research in this field is required to demonstrate how elements in the surroundings of teachers might predict changes in and build teacher self-efficacy beliefs. Additionally, this study is believed to have significant implications in understanding the need for research on self-efficacy via a complex dynamic system theory (CDST) perspective as well as an enhancement in the future of teachers’ self-efficacy beliefs

The Relationship Between School Climate and Teacher Self-Efficacy in a Rural Virginia School System

School climate is one of the most significant factors in solidifying an effective learning environment. In today’s complex educational system, leaders face daily challenges in the world of high stakes testing and state accreditation that force them to ensure that they have implemented reforms that will provide sustained improvement in student achievement. As a result, school leaders and teachers must possess the ability to change and adapt to their conditions for continuous organizational improvement despite possible resistance from stakeholders. Moreover, with diverse teacher experience levels, leaders consistently assess and evaluate the instructional practices in their building to empower teachers to engage and motivate their students (Kelley, Thornton, & Daugherty, 2005). Thus, the school’s educational leader and the climate that he or she helps to establish directly impacts the school’s environment and teachers’ perception of that environment