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Journal articles on the topic 'Self-Teacher'

Author: Grafiati

Published: 8 June 2024

Last updated: 31 July 2025

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1

Lee, Rina, and Jungyin Kim. "The development of Teacher identity based on Four Teacher Self-Efficacy sources." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 3 (2025): 645–63. https://doi.org/10.22251/jlcci.2025.25.3.645.

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Objectives The purpose of this research is to explore the role of a NEST (Native English Speaking Teacher) teacher identity development during teaching experience for EFL (English as a Foreign Language) students in the local university context in Korea according to four self-efficacy elements based on Bandura (1997)’s theory. Methods Data was gathered through semi-structured interviews, class observations and reflective journals for around two years which was between March 2021 to November 2023. Two student participants were Koreans, who are typical EFL students and the focal teacher was a nat

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2

Peña Froment, Facundo Alberto, Alfonso Javier García González, and María Rocío Bohórquez Gómez-Millán. "Autorrevelación docente: una revisión de la literatura." Revista Fuentes 1, no. 23 (2021): 13–26. http://dx.doi.org/10.12795/revistafuentes.2021.v23.i1.11383.

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To maximize student learning, teachers intentionally exhibit certain behaviors to build interpersonal relationships with students. One of the behaviors that teachers incorporate in their teaching to clarify and improve students’ understanding of the course content is self-disclosure. However, when it is used inappropriately, it may damage student learning opportunities. Thus, the purpose of this research was to establish the state of the art on teacher self-disclosure through a systematic review of the existing literature, establishing itseffect on the teaching-learning process. A bibliographi

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Szűcs, Ida Zagyváné. "Teacher trainers’ self-reflection and self-evaluation." Acta Educationis Generalis 8, no. 2 (2018): 9–23. http://dx.doi.org/10.2478/atd-2018-0008.

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Abstract Introduction: A group of researchers have worked out the Teacher Trainers’ Professional Competences in Hungary. The aim of the research was to explore whether there are any differences among certain groups of teacher trainers concerning their self-reflection, self-evaluation and commitment to ongoing professional development. Methods: Structured interviews were carried out with a sample of 6 teacher trainers whose selection was based on two principles - those who are considered to be teacher trainers in Hungary and those who are available in one of the most important teacher training

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4

Huang, Shenghua, Hongbiao Yin, and Lijie Lv. "Job characteristics and teacher well-being: the mediation of teacher self-monitoring and teacher self-efficacy." Educational Psychology 39, no. 3 (2019): 313–31. http://dx.doi.org/10.1080/01443410.2018.1543855.

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Erdem, Eda, and Özcan Demirel. "TEACHER SELF-EFFICACY BELIEF." Social Behavior and Personality: an international journal 35, no. 5 (2007): 573–86. http://dx.doi.org/10.2224/sbp.2007.35.5.573.

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This study presents development and validation of a new measurement instrument to explore student-teachers' self-efficacy beliefs toward teaching. We developed and administered a survey to 346 student teachers at Hacettepe University, Ankara, Turkey in the Department of Elementary Education in the spring term of the 2003–2004 academic year. The nature of the study is descriptive. The aim is to describe what the real situation is. Standard scale development methods and factor analysis were used. The results of the study were strongly supported by the validity and reliability of the survey. Cron

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Sherin, Miriam Gamoran, and Elizabeth B. Dyer. "Teacher self-captured video." Phi Delta Kappan 98, no. 7 (2017): 49–54. http://dx.doi.org/10.1177/0031721717702632.

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Videos are often used for demonstration and evaluation, but a more productive approach would be using video to support teachers’ ability to notice and interpret classroom interactions. That requires thinking carefully about the physical aspects of shooting video — where the camera is placed and how easily student interactions can be heard — as well as ensuring that videos capture examples of practice and not just exemplars, and that they capture moments of confusion and not just moments of clarity.

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7

Haberman, Martin. "The Self-Evaluating Teacher." Educational Forum 58, no. 2 (1994): 218–19. http://dx.doi.org/10.1080/00131729409335329.

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8

AKMAN, Yener. "The Relationships among Teacher Leadership, Teacher Self-Efficacy and Teacher Performance." Kuramsal Eğitimbilim 14, no. 4 (2021): 720–44. http://dx.doi.org/10.30831/akukeg.930802.

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9

Prashanth, N. S. and Dr. Prashantha Kumara T. M. "A STUDY OF TEACHER MOTIVATION ON TEACHER SELF-EFFICACY AMONG TEACHER EDUCATORS." Scholarly Research Journal for Interdisciplinary Studies 12, no. 79 (2023): 112–28. https://doi.org/10.5281/zenodo.10158811.

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<i>The present study aims to examine the teacher motivation and teacher self-efficacy among teacher educators. The investigator has adopted correlation cum causal comparative method under descriptive method of research. The sample consists of 300 teacher educators from different colleges affiliated to Davangere University, Kuvempu University and Vijayanagara Sri Krishnadevaraya University through stratified random sampling technique. The investigator developed a self-made tool to measure the teacher motivation and also used the standardized tool to measure the teacher self-efficacy among

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10

Herlo, Dorin. "SELF-DIRECTED LEARNING ON TEACHER TRAINING STUDIES PROGRAMS." Journal Plus Education 18, no. 2/2017 (2017): 7–17. http://dx.doi.org/10.24250/jpe/2/2017/dh.

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11

Montgomery, Julie L., and Wendy Baker. "Teacher-written feedback: Student perceptions, teacher self-assessment, and actual teacher performance." Journal of Second Language Writing 16, no. 2 (2007): 82–99. http://dx.doi.org/10.1016/j.jslw.2007.04.002.

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12

Dr.Navdeep, kaur, and Kaur Simranjeet. "STUDY OF JOB SATISFACTION IN RELATION TO TEACHER SELF EFFICACY AMONG SECONDARY SCHOOL TEACHERS." Scholarly Research Journal for Interdisciplinary Studies 11, no. 77 (2023): 374–88. https://doi.org/10.5281/zenodo.8189184.

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<em>Teaching in the twenty-first century presents numerous obstacles for teachers, and as a result, they must take on more responsibilities in their schools in order to meet the expectations of students, parents, and school administration. In this context, the study looked at the association between teacher self-efficacy and job satisfaction. The survey included 167 male and female instructors from government and private secondary schools in the Punjab state district of Amritsar. The data was collected using a non-random sampling technique. This study is classified as descriptive research desi

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13

Watson, Steven, and Gosia Marschall. "How a trainee mathematics teacher develops teacher self-efficacy." Teacher Development 23, no. 4 (2019): 469–87. http://dx.doi.org/10.1080/13664530.2019.1633392.

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14

Nezvalova, Danuse. "SELF-EVALUATION AND SELF-ASSESSMENT IN SCIENCE TEACHER TRAINING." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 1, no. 2 (2009): 26–33. http://dx.doi.org/10.48127/spvk-epmq/09.1.26a.

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This paper will build on the findings of a pilot study to investigate the extent to which self- assessment and self-evaluation are implemented to assess science teacher students and to put into practice reformed assessment system. The self-assessment and self-evaluation in science teacher education is s an important aspect of quality in science teacher training. Currently these approaches to assessment have called for more authentic student assessment. Teachers who include authentic assessment in their repertoires are driven by a belief that alternative assessment experiences should prepare st

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15

Medeiros, Bruce. "Teacher Education and Self‐Renewal." Teaching Education 2, no. 2 (1988): 10–11. http://dx.doi.org/10.1080/1047621880020202.

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16

Elliott, John. "Self‐evaluation and teacher competence." Irish Educational Studies 14, no. 1 (1995): 1–12. http://dx.doi.org/10.1080/0332331950140104.

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17

Thoma, Colleen A., Steven R. Baker, and Sterling J. Saddler. "Self-Determination in Teacher Education." Remedial and Special Education 23, no. 2 (2002): 82–89. http://dx.doi.org/10.1177/074193250202300204.

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18

Towndrow, Phillip A., and Kelvin Tan. "Teacher self‐evaluation and power." Teacher Development 13, no. 3 (2009): 285–95. http://dx.doi.org/10.1080/13664530903335616.

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19

Dinkelman, Todd. "Self-Study In Teacher Education." Journal of Teacher Education 54, no. 1 (2003): 6–18. http://dx.doi.org/10.1177/0022487102238654.

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20

Airasian, Peter W., and Arlen Gullickson. "Examination of teacher self-assessment." Journal of Personnel Evaluation in Education 8, no. 2 (1994): 195–203. http://dx.doi.org/10.1007/bf00972263.

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21

Żmudzka, Mirosława. "MANAGING SELF-DEVELOPMENT (SELF-CREATION) BY THE TEACHER." Modern Higher Education Review, no. 6 (2021): 114–28. http://dx.doi.org/10.28925/2518-7635.2021.69.

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The aim of the presented article is to draw attention to the considerations related to self-formation, which are more and more vivid in the pedeutological discourse. Constant professional development in the teaching professions determines the effectiveness of teaching as students’ achievements depend mainly on teacher’s skills. Contemporary expectations towards teachers are definitely different than years ago. It results from changing reality, which imposes the necessity to constantly increase one's own competencies, not only the professional ones, but mainly those related to personal developm

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22

Lee, Rina, and Jungyin Kim. "The Impact of Teacher Professional Identity and Teacher Self-Efficacy on EFL Students’ Learning Outcomes." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 4 (2025): 831–49. https://doi.org/10.22251/jlcci.2025.25.4.831.

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Objectives The purpose of this research is to examine the formation of the Native English-Speaking Teacher's (NEST) professional identity (TPI) in relation to teacher self-efficacy (TSE) within the context of a Korean local university offering English as a Foreign Language (EFL) courses. Methods Data for this study were collected over a period of approximately three years, from September 2019 to October 2023, using semi-structured interviews, classroom observations, and reflective journals. The participants included two students—one from Korea and one from Uzbekistan—and the focal teacher, a n

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23

Murphy, Timothy R. N., Mary Masterson, Patricia Mannix-McNamara, Paddy Tally, and Elaine McLaughlin. "The being of a teacher: teacher pedagogical well-being and teacher self-care." Teachers and Teaching 26, no. 7-8 (2020): 588–601. http://dx.doi.org/10.1080/13540602.2021.1913403.

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24

Gholami, Leila. "Teacher Self-Efficacy and Teacher Burnout: A Study of Relations." International Letters of Social and Humanistic Sciences 60 (September 2015): 83–86. http://dx.doi.org/10.18052/www.scipress.com/ilshs.60.83.

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In any teaching and learning setting, there are some variables that play a highly significant role in both teachers’ and learners’ performance. Two of these influential psychological domains in educational context include self-efficacy and burnout. This study is conducted to investigate the relationship between the self-efficacy of Iranian teachers of English and their reports of burnout. The data was collected through application of two questionnaires. The Maslach Burnout Inventory (MBI; Maslach& Jackson 1981, 1986) and Teacher Efficacy Scales (Woolfolk& Hoy, 1990) were administered t

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25

Raymond-West, Trenice, and Virginia Snodgrass Rangel. "Teacher Preparation and Novice Teacher Self-Efficacy in Literacy Instruction." Education and Urban Society 52, no. 4 (2019): 534–60. http://dx.doi.org/10.1177/0013124519879425.

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The purpose of this study was to examine the extent to which traditional and alternative preparation programs differ in terms of their program components, as well as whether program type was related to different levels of self-efficacy in novice reading teachers. This exploratory study collected data from 83 novice elementary reading teachers in a large urban district in Texas. We answered the research questions using t tests and correlation analysis. The results indicated that traditionally prepared teachers reported significantly higher levels of exposure to literacy teaching skills across t

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26

Tyaningsih, Anisa Rara, Suryadi Suryadi, and Desi Rahmawati. "Self-Efficacy, Teacher Leadership and Teacher Professionalism in Secondary School." Jurnal Iqra' : Kajian Ilmu Pendidikan 6, no. 2 (2021): 1–12. http://dx.doi.org/10.25217/ji.v6i2.1331.

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The article was to determine the effect of self-efficacy on teacher professionalism, the effect of teacher leadership on teacher professionalism, and the effect of self-efficacy on teacher leadership. The research was conducted at 14 secondary school in West Jakarta, Indonesia by using survey method and testing the hypothesis with path analysis. Sample of this study consisted of 85 teachers selected by simple random sampling. The data collection technique was conducted by using an online questionnaire which was google form. The variable of self-efficacy includes learning strategies, class mana

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27

Sergeyko, Svetlana. "GENESIS OF PROFESSIONAL SELF-FULFILMENT OF A TEACHER." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (October 12, 2021): 135–42. http://dx.doi.org/10.31499/2307-4906.3.2021.241756.

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The article gives the author’s definition of the concept of “professional self-fulfilment of the teacher”, which means a personal strategy of a teacher’s professional activity, aimed at improving their personal qualities and developing their professional competencies. The structural and content components of the professional self-fulfilment of the teacher have been determined: self-understanding, self-actualization, self-identification, self-design, self-organization and self-regulation. It has been proved that each of the six components carries its own function, being central at a certain sta

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28

Russell, Tom, and Amanda Berry. "Five Challenging Self-Studies of Teacher and Teacher Educator Development." Studying Teacher Education 12, no. 3 (2016): 241–43. http://dx.doi.org/10.1080/17425964.2016.1240429.

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29

Zhu, Mingjing, Qian Liu, Yao Fu, Tianan Yang, Xingli Zhang, and Jiannong Shi. "The relationship between teacher self-concept, teacher efficacy and burnout." Teachers and Teaching 24, no. 7 (2018): 788–801. http://dx.doi.org/10.1080/13540602.2018.1483913.

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30

Skaalvik, Einar M., and Sidsel Skaalvik. "Teacher self-efficacy and teacher burnout: A study of relations." Teaching and Teacher Education 26, no. 4 (2010): 1059–69. http://dx.doi.org/10.1016/j.tate.2009.11.001.

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31

Marschall, Gosia. "Teacher self-efficacy sources during secondary mathematics initial teacher education." Teaching and Teacher Education 132 (October 2023): 104203. http://dx.doi.org/10.1016/j.tate.2023.104203.

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32

Djazilan, Syukron, Didit Darmawan, Eli Retnowati, et al. "The Role of Self-Discipline, Self-Concept and Self-Efficiency on Teacher Performance." Education and Human Development Journal 7, no. 03 (2022): 64–73. http://dx.doi.org/10.33086/ehdj.v7i03.3657.

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The quality of education is very dependent on the role of teachers in it because teachers are professional educators. Quality education processes and outcomes are also inseparable from teacher performance. Therefore, given the importance of this, various efforts are still being made to improve teacher performance such as self-discipline, self-concept and self-efficacy as will be discussed in this study. This study uses a quantitative approach by using the method of observation and questionnaire design. The population observed was 38 teachers, because the number was less than 100, the sample wa

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Russell, Tom, and Amanda Berry. "Self-Study of Teacher Education Practices Promotes Self-Understanding." Studying Teacher Education 10, no. 1 (2014): 1–2. http://dx.doi.org/10.1080/17425964.2014.878988.

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34

Devi, Hervina Renovaka Pradev, Riza Yonisa Kurniawan, and Mohamad Zuber Bin Abd Majid. "Self-Efficacy, Teaching Practice, and Teacher Readiness: Mediating Role Teacher Interest." International Journal of Emerging Research and Review 1, no. 3 (2023): 000039. http://dx.doi.org/10.56707/ijoerar.v1i3.39.

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Objective: In the realm of education, the effectiveness of teaching practices and the readiness of teachers to navigate the challenges of the classroom environment have garnered substantial attention. One pivotal aspect that has emerged in educational research is the concept of self-efficacy – the belief in one's capabilities to accomplish tasks and produce desired outcomes. Self-efficacy is known to significantly influence various aspects of an individual's professional life, including teaching. The correlation between self-efficacy, teaching practice, and teacher readiness has been a subject

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35

Black, Glenda L. "Developing Teacher Candidates' Self-Efficacy Through Reflection and Supervising Teacher Support." in education 21, no. 1 (2015): 78–98. http://dx.doi.org/10.37119/ojs2015.v21i1.171.

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The purpose of this study was to explore the complex cognitive and affective challenges of teacher candidates in their development toward self-efficacy in their teaching. Twenty-two teacher candidates recorded their challenges and thinking process during the last six weeks of their practicum. Following their placement, they completed a summative reflection, in which they noted changes in themselves and described when or if they felt confident as classroom teachers. Four themes emerge as the challenge or condition for their self-efficacy: effective classroom management, successful curriculum pl

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36

Mireles-Rios, Rebeca, John A. Becchio, and Shadi Roshandel. "Teacher Evaluations and Contextualized Self- Efficacy." Journal of School Administration Research and Development 4, no. 1 (2019): 6–17. http://dx.doi.org/10.32674/jsard.v4i1.1938.

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    Teacher feedback from administrators can play an important role in continuous teacher development, especially in making the classroom safe, challenging, and engaging for all students. In this study, interview data was collected from 28 high school teachers from three different comprehensive high schools within the same school district in Southern California to examine teachers' perceptions of feedback from administrators in the areas of classroom management, instructional feedback, and student engagement. Results indicated that teacher feedback from administrators c

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37

Langdon Warren, Louis. "Teacher Leadership Begins with Self-Leadership." Teacher Education and Curriculum Studies 6, no. 1 (2021): 1. http://dx.doi.org/10.11648/j.tecs.20210601.11.

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38

Achurra, Cristina. "Teacher’ Self-Efficacy And Student Learning." European Journal of Social & Behavioural Sciences 2, no. 2 (2012): 366–83. http://dx.doi.org/10.15405/futureacademy/ejsbs(2301-2218).2012.2.17.

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39

Hollingsworth, Sandra. "Improving teacher education through self-study." Educational Action Research 11, no. 2 (2003): 329–36. http://dx.doi.org/10.1080/09650790300200328.

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40

Leiß, Dominik. "Teacher intervention versus self-regulated learning?" Teaching Mathematics and its Applications: An International Journal of the IMA 24, no. 2-3 (2005): 75–89. http://dx.doi.org/10.1093/teamat/hri020.

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41

Lev, Smadar, Moshe Tatar, and Meni Koslowsky. "Teacher self-efficacy and students’ ratings." International Journal of Educational Management 32, no. 3 (2018): 498–510. http://dx.doi.org/10.1108/ijem-10-2016-0206.

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Purpose Extensive theoretical and empirical work has yielded abundant knowledge regarding teacher self-efficacy (TSE). Recent research has found significant correlations between TSE and students’ ratings, as an indicator for teaching effectiveness. The purpose of this paper is to test the relationship between TSE and students’ ratings of their school teacher (SRST) in the context of school level and teacher role. Design/methodology/approach Data were collected from 111 teachers and their 2,490 students attending junior- and senior-high schools. Teachers reported on their personal efficacy beli

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42

Clavijo, Amparo. "Self-study research in teacher education." Colombian Applied Linguistics Journal 18, no. 2 (2016): 6. http://dx.doi.org/10.14483/calj.v18n2.aa00.

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43

Farrell, Thomas S. C. "Teacher self-awareness through journal writing." Reflective Practice 14, no. 4 (2013): 465–71. http://dx.doi.org/10.1080/14623943.2013.806300.

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44

Leino-Kilpi, Helena. "Self-reflection in nursing teacher education." Journal of Advanced Nursing 15, no. 2 (1990): 192–95. http://dx.doi.org/10.1111/j.1365-2648.1990.tb01801.x.

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Airasian, Peter W., and Arlen Gullickson. "Teacher Self-Assessment: Potential and Barriers." Kappa Delta Pi Record 31, no. 1 (1994): 6–10. http://dx.doi.org/10.1080/00228958.1994.10531885.

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46

Cheung, Wing‐Ming, and Yin Cheong Cheng. "Self‐management: implications for teacher training." Training for Quality 5, no. 4 (1997): 160–68. http://dx.doi.org/10.1108/09684879710188167.

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47

McCormick, John, and Paul L. Ayres. "Teacher self‐efficacy and occupational stress." Journal of Educational Administration 47, no. 4 (2009): 463–76. http://dx.doi.org/10.1108/09578230910967446.

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PurposeThe purpose of this research was to study teachers' self‐efficacy and occupational stress in the context of a large‐scale curriculum reform in New South Wales, Australia. The study aims to follow up and replicate a study carried out approximately one year earlier.Design/methodology/approachA theoretical framework, primarily based on social cognitive theory and the teachers' attribution of responsibility for stress model and consistent with the earlier study, was used to guide the research. Data were gathered using a self‐report questionnaire. Analysis was carried out using structural eq

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48

Freddano, Michela, and Anna Siri. "Teacher Training for School Self-Evaluation." Procedia - Social and Behavioral Sciences 69 (December 2012): 1142–49. http://dx.doi.org/10.1016/j.sbspro.2012.12.044.

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49

Freiberg, H. Jerome. "Teacher Self-Evaluation and Principal Supervision." NASSP Bulletin 71, no. 498 (1987): 85–92. http://dx.doi.org/10.1177/019263658707149814.

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50

KUWANA, Hōkō. "The Self-Awakening of the Teacher:." Journal of Indian and Buddhist Studies (Indogaku Bukkyogaku Kenkyu) 65, no. 1 (2016): 137–40. http://dx.doi.org/10.4259/ibk.65.1_137.

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