http://www.tandfonline.com/doi/abs/10.1080/09243450600565795
Developing deep learning approaches
and personal teaching efficacy within a
preservice teacher education context
1. Dr Christopher Gordon*,
2. Ray Debus
Article first published online: 16 DEC 2010
DOI: 10.1348/00070990260377488
2002 The British Psychological Society
Issue
This is the latest article added to the
shopping cart.
A multilevel analysis of the
relationship between teacher and
collective efficacy in urban schools
Original Research Article
Teaching and Teacher Education,
Volume 17, Issue 7, October 2001,
Pages 807-818
Roger D Goddard, Yvonne L Goddard
Remove
$19.95
Back To Previous
Title
Does Backing Up Behavior Explain the Efficacy—Performance Relationship in Teams?
Edition
Vol. 42 no. 4, August 2011.pp. 458-474
Call Number
ISBN/ISSN
10464964
Author(s)
Gogus, Celile Itir
Yu, Race Chien-Feng
Porter, Christopher O.L.H.
Other Authors
Topic(s)
team performance
Collective efficacy
Does Backing Up Behavior Explain the Efficacy
Efficacy-performance
Series Title
Small Group Research
GMD
Journal Articles
Language
English
Publisher
Thousand Oak : sage publisher, 2011
Collation
Abstract/Notes
Although the relationship between collective efficacy beliefs and team performance has been welldocumented, few studies have explored the causal mechanisms that might explain these effects. In the
current study, the authors explore the role of backing up behavior, a specific form of teamwork behavior, in
explaining why high efficacy beliefs lead to high levels of team performance. Participants were 416
undergraduate business students who were organized into 104 four-person teams. The teams worked on
an interdependent, computerized, decision-making task. Results of the study revealed that collective
efficacy beliefs were positively related to team performance and that backing up behaviors largely
mediated these effects. The theoretical and practical implications of these findings are discussed.
Location
There is no item/copy for this title yet
Image
European Journal of Special Needs Education
Understanding teachers’ attitudes and
self-efficacy in inclusive education:
implications for pre-service and inservice teacher education
DOI:
10.1080/08856257.2011.613603
Hannu Savolainen, Petra Engelbrecht, Mirna Nel & Olli-Pekka Malinen
Teaching Education
Volume 21, Issue 2, 2010
Using microteaching to enhance teacher
efficacy in pre‐service teachers
DOI:
10.1080/10476210902998466
Amanda G. Mergler & D. Tangen
pages 199-210
Previous Page
Link to Source
Print Item Add a Comment
Situating Pre-service Reading Teachers as Tutors: Implications of Teacher Selfefficacy on Tutoring Elementary Students
Author: Haverback Rogers Heather
August 2009 | Type: Abstract
Source: Mentoring & Tutoring: Partnership in Learning, Volume 17, Issue 3 August
2009 , pages 251 – 261.
This study examined the impact of high teacher efficacy on tutoring elementary
students in reading.
The Teacher Sense of Efficacy Scale (TSES) was adapted to create a reading-specific
teacher efficacy scale, which is referred to as the RTSES. This scale was used to
investigate whether tutors with high efficacy used more reading strategies while
teaching elementary students to read.
The research also examined whether high efficacy was correlated with reading
strategy use.
Analyses of pre-test and post-test data showed that reading efficacy and strategy
use were not correlated. Furthermore, the results showed that tutors with high
efficacy scores did not use a significantly higher number of reading strategies while
tutoring than those with low efficacy scores.
The findings suggest that pre-service teachers' efficacy did not affect their reading
strategy use while tutoring elementary students. There is a need for more research
to further investigate the impact that high efficacy has on tutoring.
Extending the Concept and Assessment of
Teacher Efficacy
1. Yisrael Rich
1. Bar Ilan University, Israel
1. Smadar Lev
1. Bar Ilan University, Israel
1. Sharon Fischer
1. Bar Ilan University, Israel
Abstract
This report describes an effort to develop an instrument to assess teacher efficacy for
enhancing student social relations (TES). In addition, the psychometric properties of the
teacher efficacy scale produced by Gibson and Dembo were examined after translation to
Hebrew and administration to 218 Israeli teachers. Results indicated that the TES
subscale is independent of the two original subscales and demonstrates good internal
and test-retest reliability. Also, the factorial structure of the original teacher efficacy
scale was replicated with the Israeli sample, and reliability levels were generally adequate.
Some problems with one of the original subscales are noted.
he Journal of Experimental Education
Volume 63, Issue 3, 1995
Decision Participation and School
Climate as Predictors of Job
Satisfaction and Teachers' Sense of
Efficacy
Preview
Buy now
DOI:
10.1080/00220973.1995.9943810
Dianne L. Taylora & Abbas Tashakkoria
pages 217-230
Available online: 14 Jul 2010
School climate, sense of efficacy and Israeli
teachers’ attitudes toward inclusion of students
with special needs
1. Amatzia Weisel1 and
2. Orit Dror2
+ Author Affiliations
1.
2.
Tel Aviv University
2Tel Aviv University
1
Abstract
This article examines the effects of school organizational and educational climate, and a
teacher’s sense of efficacy, on general education teachers’ attitudes toward inclusion of
students with special needs. The sample included 139 teachers from 17 elementary
schools in the Northern District of Israel. The results of Pearson correlation and multiple
regression analyses indicated that school climate and teachers’ sense of efficacy as well
as participation in special education training were positively associated with teachers’
attitudes toward inclusion. Self-efficacy was the single most important factor affecting
attitudes. School climate included six factors: supportive leadership; teachers’ autonomy;
prestige of the teaching profession; renovations; teachers’ collaboration; and workload.
Examination of the intercorrelations among these factors and with attitudes revealed that
those teachers who perceived their school as having supportive leadership, encouraged
renovations and collaboration but did not threaten teachers’ autonomy, tended to
express more positive attitudes towards inclusion.
Social Psychology of Education
Volume 6, Number 3, 191-215, DOI: 10.1023/A:1024723124467
Self-Efficacy and Burnout in Teaching: The Importance of
Interpersonal-Relations Efficacy
Isaac A. Friedman
European Journal of Special Needs Education
Volume 16, Issue 3, 2001
Ultra-orthodox Jewish teachers' selfefficacy and willingness for inclusion of
pupils with special needs
Preview
Buy now
DOI:
10.1080/08856250110074373
Rivka Glaubman IV & Hefziba Lifshitz
pages 207-223
Available online: 15 Oct 2010
Abstract
The main aim of the present study was to investigate the attitudes of boys' teachers (N
= 68), and girls' teachers (N = 68), in the independent educational system of the ultraorthodox (Haredi) community, towards inclusion of pupils with special needs in
regular classrooms. Forty of the subjects lived and taught in two major cities in which
reside, beside other citizens, the majority of the Haredi community in Israel, and 73 of
them lived in a small town in which reside only the Haredi community. Results show
that willingness to include pupils with special needs in their class of teachers in the
cities is significantly more positive than their counterparts in the small town. In
addition, within those cities the willingness to include of the boys' teachers is more
positive towards inclusion of mildly disabled children, while the willingness to
include of girls' teachers is more positive towards inclusion of severely disabled
pupils. Findings indicate also that the Haredi teachers, males and females alike, have a
different perception of disability as compared to the common spread of the
professional perception of this term. Results indicate the effects of a major change in
the state's educational policy on its independent minorities' educators.

Download full text
Extending the Concept and Assessment of
Teacher Efficacy
1. Yisrael Rich
1. Bar Ilan University, Israel
1. Smadar Lev
1. Bar Ilan University, Israel
1. Sharon Fischer
1. Bar Ilan University, Israel
Abstract
This report describes an effort to develop an instrument to assess teacher efficacy for
enhancing student social relations (TES). In addition, the psychometric properties of the
teacher efficacy scale produced by Gibson and Dembo were examined after translation to
Hebrew and administration to 218 Israeli teachers. Results indicated that the TES
subscale is independent of the two original subscales and demonstrates good internal
and test-retest reliability. Also, the factorial structure of the original teacher efficacy
scale was replicated with the Israeli sample, and reliability levels were generally adequate.
Some problems with one of the original subscales are noted.
CiteULike
Connotea
Delicious
Digg
Facebook
Google+
LinkedIn
Mendeley
Reddit
StumbleUpon
Technorati
Twitter
What's this?
Articles citing this article
Choices of Instructional Practices and Efficacy Beliefs of Israeli General and Special
Educators: A Cross-Cultural Research Initiative Teacher Education and Special
Education: The Journal of the Teacher Education Division of the Counci April 1,
2002 25: 154-167
o
Abstract
o
Full Text (PDF)
A Reliability Generalization Study of the Teacher Efficacy Scale and Related
Instruments Educational and Psychological Measurement June 1, 2001 61: 404420
o
Abstract
o
Full Text (PDF)
School climate, sense of efficacy and Israeli
teachers’ attitudes toward inclusion of students
with special needs
1. Amatzia Weisel1 and
2. Orit Dror2
+ Author Affiliations
1.
2.
1
2
Tel Aviv University
Tel Aviv University
Abstract
This article examines the effects of school organizational and educational climate, and a
teacher’s sense of efficacy, on general education teachers’ attitudes toward inclusion of
students with special needs. The sample included 139 teachers from 17 elementary
schools in the Northern District of Israel. The results of Pearson correlation and multiple
regression analyses indicated that school climate and teachers’ sense of efficacy as well
as participation in special education training were positively associated with teachers’
attitudes toward inclusion. Self-efficacy was the single most important factor affecting
attitudes. School climate included six factors: supportive leadership; teachers’ autonomy;
prestige of the teaching profession; renovations; teachers’ collaboration; and workload.
Examination of the intercorrelations among these factors and with attitudes revealed that
those teachers who perceived their school as having supportive leadership, encouraged
renovations and collaboration but did not threaten teachers’ autonomy, tended to
express more positive attitudes towards inclusion.
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children April 2002 vol. 25 no. 2 154-167
Choices of Instructional Practices and Efficacy
Beliefs of Israeli General and Special
Educators: A Cross-Cultural Research
Initiative
1. Yona Leyser
1. Northern Illinois University
Abstract
Abstrctct. The study examined teacher choices of instructional practices needed in
inclusive settings and their efficacy beliefs. Subjects were 560 general education and 139
special education teachers in Israel. Participants responded to a 68-item questionnaire
about instructional practices and a 13-item self-efficacy scale. Significant differences
between reported use and judgments of the effectiveness of various groups of practices
were fourcd between groups. Special education teachers reported using more frequently
individualized instruction strategies and assessment procedures. General educators
reported communicating more with parents and with students. Both groups rated
significantly higher all strategies for effectiveness than for use. Significant correlations,
particularly for the general education group, were found between self-efficacy beliefs and
choices of instructional behaviors. Scores on the self-efficacy scale were significantly
higher for the special education group than for their counterparts. Training in
mainstreaming and type of school were related to self-efficacy scores. Implications for
cross-cultural future research, the development of standards for the preparation of
educators, and for teacher education are discussed.
Teaching and Teacher Education
Volume 24, Issue 3, April 2008, Pages 751–766
Measuring teachers’ self-efficacy beliefs: Development and use of
the TEBS-Self

Amy B. Dellingera,

Jacquline J. Bobbettb,

Dianne F. Olivierc,

Chad D. Ellettd

a
,
,
Department of Educational Leadership, Counseling, and Foundations, College of Education and Human
Development, University of New Orleans, 348, Bicentennial Education Bldg., Lakefront, New Orleans, LA 70148,
USA

b
Louisiana State Department of Education, USA

c
St. Martin Parish School Board, USA

d
CDE Research Associates, Inc., USA

Received 11 July 2006. Revised 10 February 2007. Accepted 22 February 2007. Available online 22 May 2007.
International Journal of Disability, Development and Education
Volume 54, Issue 1, 2007
Special Issue: School Reform and Outcomes for All Students
Changing Disability‐related Attitudes
and Self‐efficacy of Israeli Children via
the Partners to Inclusion Programme
Preview
Buy now
DOI:
10.1080/10349120601149821
Meyrav Maroma*, Doron Cohena & Denise Naona
pages 113-127
Available online: 16 Mar 2007
Abstract
This quasi‐experimental study investigated how direct contact between students with
and without disabilities impacted disability‐related attitudes and specific self‐efficacy
of study participants. Study participants (N = 170) were students without disabilities
who attended general education schools. Students in an experimental group (N = 77)
participated in a Partners to Inclusion Programme. This 1‐year programme provided
direct contact with students with disabilities, via weekly or bi‐weekly joint activities
that lasted 30–90 min. Participants in a no‐treatment control group (N = 93) did not
participate in the programme. We found that disability‐related attitudes and specific
self‐efficacy improved over time for participants in the experimental group, but not
for participants in the control group. These results extend research findings and
practical implications on how to change disability‐related attitudes and biases.
Determinants and Structural Relation
of Personal Efficacy to Collective
Efficacy
1.
2.
3.
4.
5.
Rocío Fernández-Ballesteros,
Juan Díez-Nicolás,
Gian Vittorio Caprara,
Claudio Barbaranelli,
Albert Bandura
Article first published online: 8 APR 2002
DOI: 10.1111/1464-0597.00081
Issue
Applied Psychology
Volume 51, Issue 1, pages 107–125, January 2002
Additional Information(Show All)
How to CiteAuthor InformationPublication History
How to Cite
Fernández-Ballesteros, R., Díez-Nicolás, J., Caprara, G. V., Barbaranelli, C. and
Bandura, A. (2002), Determinants and Structural Relation of Personal Efficacy to
Collective Efficacy. Applied Psychology, 51: 107–125. doi: 10.1111/14640597.00081
Author Information
1. Autónoma University of Madrid, Spain
*
Address for correspondence: Rocío Fernández-Ballesteros, Department of
Psychobiology and Health Psychology, Autónoma University of Madrid, 28049,
Madrid, Spain. Email: r.fballesteros@uam.es
Publication History
1. Issue published online: 8 APR 2002
2. Article first published online: 8 APR 2002
Dans cette recherche, on éprouve un modèle structurel concernant l’impact du statut
socioéconomique sur l’efficacité individuelle perçue et le rapport qu’elle entretient avec la
perception de l’efficacité collective. Dans les travaux sociodémographiques, les jeunes, par
comparaison aux plus âgés, s’estiment moins efficaces dans la gestion de leur vie
professionnelle, de leurs relations intimes et de leur situation financière, mais plus aptes à
promouvoir le changement social. Les hommes ont plus que les femmes le sentiment de
pouvoir contribuer à la solution des problèmes sociaux. En accord avec le modèle structurel
énoncé, le statut socioéconomique contribue à la fois à la perception de l’efficacité
personnelle dans la gestion des événements de sa propre vie et dans la participation à
l’amélioration de la société. Ces deux aspects de l’efficacité individuelle perçue contribuent à
leur tour fortement à la conviction qu’une action collective peut effectivement induire le
changement social. Un autre modèle où l’efficacité collective perçue devient la cause
première de l’efficacité individuelle perçue se révéla moins proche des données recueillies.
This study tested a structural model regarding the impact of socioeconomic status on
people’s perceived individual efficacy and its link to their perceived collective efficacy. In
sociodemographic analyses younger participants, compared to their older counterparts,
judged themselves less efficacious to manage their worklife, intimate partnerships, and
financial condition, but of higher efficacy in promoting social change. Men had a higher
sense of efficacy than women to contribute to the solution of social problems. In accord with
the posited structural model, socioeconomic status contributed to both perceived personal
efficacy to manage one’s life circumstances and individual efficacy to contribute to the
betterment of societal conditions. Both forms of perceived individual efficacy, in turn,
contributed substantially to a sense of collective efficacy to effect social change through
unified action. An alternative model in which perceived collective efficacy is assigned causal
primacy affecting perceived individual efficacy provided a poorer fit to the data.
The case for reconceptualizing teacher efficacy research
☆

Karl F. Wheatley

Department of Teacher Education, Cleveland State University, 1329 Rhodes Tower, 1860 East 22nd Street,
,
Cleveland, OH 44115-2214, USA

Available online 27 June 2005.

http://dx.doi.org/10.1016/j.tate.2005.05.009, How to Cite or Link Using DOI

Cited by in Scopus (22)

Permissions & Reprints
Abstract
This paper explores possible uses of teacher efficacy research by democratic teacher
educators. The many possible meanings of teacher efficacy levels make it problematic for
teacher educators to interpret and use teacher efficacy. Beneficial teacher efficacy doubts
and problematic types of teacher efficacy confidence are identified, including conceptions of
agency that may conflict with democratic teaching. Thus, efforts to enhance teacher efficacy
may have many negative side effects. The research support for teacher efficacy is critiqued.
To make future research more useful to democratic teacher educators, a new definition of
teachers’ efficacy beliefs is proposed, and research directions are outlined.
Keywords

Teacher efficacy;

Teacher beliefs;

Teacher learning;

Teacher education;

Democratic education;

Education reform
☆
An earlier version of this article was presented at the annual meeting of the American
Educational Research Association, in Seattle, in April 2001. This article draws on and
extends related research by the author ( [121], [122] and [123]). Portions of this article
are based upon data that was collected for the Educational Policy and Practice Study
(EPPS) at Michigan State University. The EPPS study was supported in part by
grants from the National Science Foundation; the Pew Charitable Trust; the Carnegie
Corporation of New York; the Consortium for Policy Research in Education, which
was funded by a grant from the US Department of Education, Office of Educational
Research and Improvement (OERI-G-008690011); and Michigan State University.
The ideas presented here have benefited from the input of Penelope Peterson,
Carole Ames, Dick Prawat, Deborah Ball, John Settlage, and my colleagues at
Cleveland State University.
Tel.: +1 216 687 4592; fax: +1 216 687 5387.
Copyright © 2005 Elsevier Ltd. All rights reserved.
Exploring Connections Between the Construct
of Teacher Efficacy and Family Involvement
Practices
Implications for Urban Teacher Preparation
1. Delia C. Garcia
1. Florida International University
Abstract
The current study explores the relationship between perceived teacher efficacy and
specific practices of family involvement exhibited by 110 elementary schoolteachers from
a large urban school district. Bandura’s construct of self-efficacy provided the theoretical
framework for examining teacher efficacy. The study investigated the predictive value of
self-efficacy beliefs for determining specific family involvement practices exhibited by
teachers. Self-efficacy was measured with the Teacher Efficacy Scale and the Family
Involvement Teacher Efficacy Scale. Results from this investigation revealed that teacher
efficacy was significantly correlated to and was a predictor of five different types of
family involvement practices, as reflected in Epstein’s typology of home-school and
community partnerships. The study raised questions related to the effective preparation
of teachers in this area and the types of experiences that facilitate the development of
teacher efficacy beliefs in the area of home-school and community partnerships.
Annotation from the Connection
Collection
You are viewing a record from the Connection Collection, a searchable annotated
bibliography database. It links you with research-based information that you can use
to connect schools, families, and communities. Back to search results
Title:
Exploring connections between the construct of teacher efficacy and family
involvement practices: Implications for urban teacher preparation
Author:
Garcia, D. C.
Year:
2004
Resource
Type:
Journal Article
Publication
Information:
Urban Education, 39(3)
pp. 290-315
Connection:
School-Family
Education
Level:
Elementary
Literature
type:
Research and Evaluation
Annotation:
This study investigates the relationship between teachers' self-efficacy and the family
involvement practices of these teachers. It was predicted that teachers with higher
levels of self-efficacy (for family involvement) will report a greater number of
practices designed to involve families in their children's education. Results suggested
that teacher self efficacy was significantly correlated to and was a predictor of family
involvement practices. In this study, teachers who perceived themselves as more
efficacious in their ability to work with families made more attempts to involve
families in the education of their children. The results also suggested that teacher
efficacy should be measured in context and for task-specific domains (such as family
involvement self-efficacy) rather than broader measures of self-efficacy. The sample
included 110 elementary school teachers from 59 schools in south Florida. All the
teachers were enrolled in a graduate program. Teachers completed questionnaires
including 1) a demographic questionnaire; 2) the Teacher Efficacy Scale (Gibson &
Dembo, 1984); 3) the Family Involvement Teach Efficacy Scale (Garcia, 2000); and
4) the Teacher Family Involvement Practices Survey (developed for the current
study). Analyses included correlations and regressions on the above variables and the
primary dependent variable-family involvement practices. The authors suggest that
teacher education programs should include courses and requirements that promote
experience with families. They also recommend that teachers observe others engaged
in efforts to involve families, and that school leaders build greater home-school
relations. While this study does not test a particular intervention, it does further
understanding about why teachers make choices to include or not include meaningful
family involvement practices.
Suggested Citation Style:

Garcia, D. C. (2004). Exploring connections between the construct of teacher efficacy
and family involvement practices: Implications for urban teacher preparation. Urban
Education, 39(3), 290-315.
Home >> Journal >> Social Sciences & Humanities>> PSYCH
Psychology
ISSN Print: 2152-7180
ISSN Online: 2152-7199
Website:
http://www.Scirp.org/journal/psych Share:
PSYCH >> Vol.2 No.3, June 2011
Preservice Teachers’ Sense of Efficacy and Its Sources
Full Text(PDF, 151KB) PP.235-240 DOI: 10.4236/psych.2011.23037
Author(s)
Sunjin Oh
KEYWORDS
Preservice Teachers’ Teaching Efficacy, Sources of Teaching Efficacy, Preservice
Teachers’ Personality Characteristics, Capabilities, Motivation
ABSTRACT
The purpose of this study was to examine several potential sources of preservice
teachers’ perceptions of their teaching efficacy during their reading and writing
lessons. More specifically, the study explored the relationship between the
sources of preservice teachers’ self-efficacy and teachers’ perception of efficacy
in the areas of instructional strategies, classroom management, and student
engagement. Forty-three preservice teachers in pre-literacy methods courses and
fourteen in post-literacy methods courses completed the survey, which consisted
of the Teacher Sense of Efficacy Scale (TSES) and Teaching Efficacy Sources
Inventory. Paired t-test results showed that preservice teachers’ teaching efficacy
increased in the three subscales of instructional strategies, classroom
management, and student engagement by the end of the literacy method
courses. Efficacy for instructional strategies, classroom management, and
student engagement were highly intercorrelated with each other in the pre-test
data. The results of multiple regression analysis indicated that personality
characteristics, capabilities, motivation, enactive mastery experiences with
social/verbal persuasion, and physiological/affective state were significant
predictors when efficacy for classroom management was the dependent variable
in the post-test data. Findings of this study revealed that preservice teachers’
personality, motivation, and capabilities were one of the important sources to
improve their teaching efficacy, in congruence with previous research (Poulou,
2007; Yeung & Watkins, 2000).
Reference
[1] Anderson, S., & Betz, N. (2001). Sources of social self-efficacy expectations:
Their measurement and relation to career development. Journal of
Vocational Behavior, 58, 98-117. doi:10.1006/jvbe.2000.1753
[2] Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral
change. Psychological Review, 84, 191-215. doi:10.1037/0033295X.84.2.191
[3] Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H.
Freeman.
[4] Chan, D. W. (2008). General, collective, and domain-specific teacher selfefficacy among Chinese prospective and in-service teachers in Hong Kong.
Teaching and Teacher Education, 24, 1057-1069.
doi:10.1016/j.tate.2007.11.010
[5] Dembo, M. H., & Gibson, S. (1985). Teachers’ sense of efficacy: An
important factor in school improvement. The Elementary School Journal, 86,
173-184. doi:10.1086/461441
[6] Erdle, S., Murray, H. G., & Rushton, J. P. (1985). Personality, classroom
behavior, and student ratings of college teaching effectiveness: A path
analysis. Journal of Educational Psychology, 77, 394-407. doi:10.1037/00220663.77.4.394
[7] Henson, R. K. (2001, February). Relationships between preservice teachers’
self-efficacy, task analysis, and classroom management beliefs. Paper
presented at the annual meeting of the Southwest Educational Research
Association, New Orleans, LA.
[8] Poulou, M. (2007). Personal teaching efficacy and its sources: student
teachers’ perceptions. Educational Psychology, 27, 191-218.
doi:10.1080/01443410601066693
[9] Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy:
Capturing an elusive construct. Teaching and Teacher Education, 17, 783805. doi:10.1016/S0742-051X(01)00036-1
[10] Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential
antecedents of self-efficacy beliefs of novice and experienced teachers.
Teaching and Teacher Education, 23, 944-956.
doi:10.1016/j.tate.2006.05.003
[11] US Department of Education, Office of Elementary and Secondary Education.
(2002). No Child Left Behind: A desktop reference. Washington, DC.
[12] Yeung, K. W, & Watkins, D. (2000). Hong Kong student teachers’ personal
construction of teaching efficacy. Educational Psychology, 20, 213-235.
doi:10.1080/713663713
Factors influencing first-year teachers' sense of efficacy
Çapa, Yesim
Display Full Text | Download Full Text
1.34 MB PDF file
Degree
Doctor of Philosophy, Ohio State University, Educational Policy and Leadership,
2005.
Abstract
Teachers’ sense of efficacy – teachers’ beliefs about their abilities to bring about
desired outcomes of student engagement and learning – was identified almost 30
years ago as one of the few teacher characteristics related to student achievement.
Since then, researchers have been interested in the origins, measures, and factors
cultivating the formation of efficacy. Bandura’s theory of self-efficacy suggests that
efficacy may be most malleable early in learning, thus the first years of teaching
could be critical to the long-term development of teachers’ sense of efficacy.
Despite the importance of first-year experiences, little is known about the kinds of
context variables that support and undermine efficacy in the early years. This study
addressed the void by investigating sources of efficacy information of first-year
teachers. The target population for the study was all first-year teachers during the
2003-2004 school year in the state of Ohio. A survey instrument was mailed to 1,500
randomly selected first-year teachers, of which 617 were returned (a 41.1% return
rate). The First-Year Teacher Survey instrument, accompanied by a letter and a
postage-paid return envelope, consisted of two main sections: Part I of the
instrument consisted of items assessing personal and school characteristics of
respondents. Part II of the instrument consisted of subscales assessing variables of
the study: teachers’ sense of efficacy, characteristics of teaching assignment,
principal support, mentor support, colleague support, and teacher preparation
program quality. Teacher efficacy and mentor support were measured using preexisting scales. For the rest of the variables, items were developed based on the
literature. The scales showed good psychometric characteristics (high reliability
estimates and substantial validity evidences). Utilizing structural equation modeling,
this descriptive survey study tested a model of teacher efficacy in which efficacy
beliefs of first-year teachers were predicted by teacher preparation program quality,
principal support, colleague support, mentor support, and characteristics of teaching
assignment. Findings suggested that the model fits the data well. Three independent
variables were significant predictors of first-year teachers’ sense of efficacy: teacher
preparation program quality, principal support, and characteristics of teaching
assignment. Implications of the results of this study and recommendations for future
research are discussed.
Keywords
teacher's sense of efficacy; first-year teachers; teacher education; teacher induction;
survey research; structural equation modeling; teacher beliefs
Advisor
William E. Loadman
Pages
xviii, 214 p.: ill. (some col.)