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Journal articles on the topic 'Teachers' Efficacy'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 8 (2020): 53–69. http://dx.doi.org/10.31149/ijie.v3i8.537.

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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The stu

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Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 8 (2020): 81–97. http://dx.doi.org/10.31149/ijie.v3i8.540.

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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The stu

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Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 9 (2020): 87–104. http://dx.doi.org/10.31149/ijie.v3i9.595.

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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The stu

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Dr.Seema, Menon K.P, and Sobha.K Ms. "TEACHER EFFICACY OF SECONDARY SCHOOL TEACHERS." International Journal of Research - Granthaalayah 5, no. 6 (2017): 637–43. https://doi.org/10.5281/zenodo.824101.

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The study aims to find out the teacher efficacy of secondary school teachers. The sample for the present study consisted of 350 secondary teachers of Kerala. In this study the investigators used a teacher Efficacy scale to measure the teacher efficacy of secondary school teachers. The study reveals that secondary school teachers possess an average level of teacher efficacy and also that there exist significant difference in the mean scores of teacher efficacy with respect to type of management and teaching experience, but no significant difference exist in the mean scores of teacher efficacy w

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Menon K.P, Seema, and Sobha K. "TEACHER EFFICACY OF SECONDARY SCHOOL TEACHERS." International Journal of Research -GRANTHAALAYAH 5, no. 6 (2017): 637–43. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2096.

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The study aims to find out the teacher efficacy of secondary school teachers. The sample for the present study consisted of 350 secondary teachers of Kerala. In this study the investigators used a teacher Efficacy scale to measure the teacher efficacy of secondary school teachers. The study reveals that secondary school teachers possess an average level of teacher efficacy and also that there exist significant difference in the mean scores of teacher efficacy with respect to type of management and teaching experience, but no significant difference exist in the mean scores of teacher efficacy w

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Winy Nila Wisudawati. "PLAYFULNESS AND TEACHER’S SELFEFFICACY OF EARLY CHILDHOOD TEACHERS." Journal of Southeast Asia Psychology (SAPJ) 12, no. 1 (2024): 15. http://dx.doi.org/10.51200/sapj.v12i1.5053.

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This study aims to determine the relationship between playfulness and self-efficacy among early childhood teachers. Playfulness is a personality trait that underlies an individual's tendency to be intrinsically motivated, have a clear orientation toward pleasure, and participate spontaneously and without restrictions. The method used in this research is quantitative research methods with a correlational research design. The tool to measure playfulness is the Adult Playfulness Traits Scale (APTS), which consists of 19 items and Norwegian Teacher Self-Efficacy Scale (NTSES) to measure teacher’s

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Mithat, TAKUNYACI. "Investigation of Mathematics Teachers' Self-Efficacy in Teaching Mathematics in the COVID-19 Pandemic Process." Education Quarterly Reviews 4, no. 2 (2021): 396–407. https://doi.org/10.31014/aior.1993.04.02.289.

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Teachers’ beliefs about teaching mathematics have a great influence on students’ success in mathematics. In addition, teachers with high teaching efficacy beliefs create classroom environments where students can be more successful. In the light of this information, the importance of understanding mathematics teachers’ beliefs about their competence has to be considered in mathematics teaching. In this study, a relational survey model was used to examine secondary mathematics teachers’ efficacy beliefs about teaching mathematics in terms of some variables. The sample of

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Wangid, Muhammad Nur, Ali Mustadi, and Siti Eshah binti Mokshien. "THE EXPLORATION OF TEACHERS’ EFFICACY IN TEACHING: COMPARATIVE STUDY IN INDONESIA AND MALAYSIA." Jurnal Cakrawala Pendidikan 39, no. 2 (2020): 257–68. http://dx.doi.org/10.21831/cp.v39i2.30012.

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Teacher’s self-efficacy can be varied according to experience gained, experience obtained from other people, social influences, and also physical and psychological welfare. In the context of teacher’s efficacy in Indonesia and Malaysia, those are certain become different because it undergoes differently. The aim of the research is to convey the difference between teachers in Malaysia and Indonesia from the perspective of a teacher's efficacy in teaching. This research is a comparative study. The research subjects were elementary school teachers who were continuing their studies in post graduat

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Hammack, Rebekah, and Toni Ivey. "Examining Elementary Teachers’ Engineering Self-Efficacy and Engineering Teacher Efficacy." School Science and Mathematics 117, no. 1-2 (2017): 52–62. http://dx.doi.org/10.1111/ssm.12205.

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Maistry, Suriamurthee M., and Kudayja Parker. "Teacher efficacy: An investigation of Economics teachers." Africa Education Review 7, no. 2 (2010): 376–401. http://dx.doi.org/10.1080/18146627.2010.515425.

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Okkes, Alpaslan Gencay. "Teacher efficacy of Turkish Physical Education teachers." Educational Research and Reviews 10, no. 9 (2015): 1354–60. http://dx.doi.org/10.5897/err2015.2191.

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Bakar, Ab Rahim, and Shamsiah Mohamed. "Teacher Efficacy Beliefs Among Novice Malaysian Teachers." International Journal of Learning: Annual Review 16, no. 5 (2009): 497–510. http://dx.doi.org/10.18848/1447-9494/cgp/v16i05/46267.

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Tazegül, Demir Atalay. "Learning styles and teacher efficacy among prospective teachers based on diverse variables." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (2019): 484–94. https://doi.org/10.11591/ijere.v8i3.19609.

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The main aim of this study was to explore learning styles and teacher efficacy of prospective teachers, evaluate them based on department, gender, high school type and educational level of parents, and identify whether there is any relationship between teacher efficacy and learning styles. This is a descriptive study that was conducted using survey model. The study group consisted of 170 prospective teachers in the Faculty of Education, Kafkas University during the 2018-2019 academic year. Research data were gathered through “Teachers’ Sense of Efficacy Scale” and the “

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Dr., B. Padma, and S.Jayanthi. "Self Efficacy of Secondary Teacher Education Students." Journal of Research in Education 8, no. 1 (2020): 1–124. https://doi.org/10.5281/zenodo.6407464.

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<strong>Abstract</strong> The main objective of the study was to find out the significant difference if any, in self efficacy of Secondary Teacher Education Students with respect to background Variables. The investigator adapted the survey method in order to carry out the research. The sample consisted of 100 secondary teacher education students who were selected through the stratified random sampling technique. The findings revealed that there was no significant difference in the self-efficacy of secondary teacher education students based on gender, educational qualification, locality, income

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Dr, Rainu Gupta, and Pooja Bansal Ms. "TEACHER EFFICACY IN RELATION TO EMOTIONAL INTELLIGENCE OF SECONDARY SCHOOL TEACHERS." International Journal of Education &Applied Sciences Research 1, no. 1 (2014): 18–26. https://doi.org/10.5281/zenodo.10682633.

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<strong>ABSTRACT</strong> <em>The present research paper aims at study the teacher efficacy in relation to emotional intelligence of teachers working at secondary level with respect to their gender and locale. 400 secondary teachers form district Sonipat (Haryana) were taken by using random and purposive sampling methods. Data was analysed with the help of Karl Pearson coefficient of correlation and t-test. It was found out that there is positive and significant relationship between teacher efficacy and emotional intelligence of secondary school teachers with respect to their gender and locale

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Hwang, Hyuk, and Hyuk-Jun Moon. "Differences in Teacher Variables and Teacher's Efficacy according to the Professional Development and Work Environment Cluster Type Perceived by Infant Care Teacher." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (2022): 993–1009. http://dx.doi.org/10.22251/jlcci.2022.22.24.993.

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Objectives The purpose of this study was to investigate the difference of Child Care Teachers' Variable and teacher's efficacy by analyzing Professional Development and Work Environment Perceived by infant care teachers with cluster analysis. Methods The participants in the study were 351 childcare teachers in Seoul, Gyeonggi, Daejeon, and Busan province, cluster analysis using the sub-scales of professional development and work environmen was conducted. Then, the differences in Individual Variables of Day-Care Teachers were analyzed among sub-groups by using Chi-square analysis. also, t

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Esmael, Norhanie, Crecensio Mejarito, Joy Eligue, Jose Marie Tuvieron, Haffsa Sandialan, and Ralph Ryan Rabaya. "Instructional Coaching on Physical Education Teachers' Efficacy." Psychology and Education: A Multidisciplinary Journal 19, no. 7 (2024): 754–70. https://doi.org/10.5281/zenodo.11123164.

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The main purpose of this study is to critically examine the level of Instructional Coaching on Physical Education Teachers’ Efficacy and provide a program planned for the development of skills and talents of Physical Education teachers through a coaching program based on the result of this study. This is to improve the teachers’ efficacy among PE teachers through instructional coaching in this domain, assessment and feedback, classroom management, instructional strategies, and student engagement. The respondents of the study were 60 public secondary school MAPEH teachers teaching M

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Maldia, Sheryl Manarin. "Teachers’ Self-Efficacy and Teacher-Initiated Parental Involvement: The Two-Tier Lens on Teachers’ Performance." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 10 (2024): 4000–4009. http://dx.doi.org/10.11594/ijmaber.05.10.17.

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This study examined the relationship between teachers’ self-efficacy, teacher-initiated parental involvement, and their impact on the performance of elementary teachers in DepEd SDO Sto. Tomas City. A total of 261 public elementary school teachers participated, using a descriptive correlational design to assess the variables through a survey questionnaire. Results showed that teachers rated their self-efficacy as "Very High" and their parental involvement as “High,” demonstrating excellent overall performance. The findings revealed moderate to strong positive correlations between both self-eff

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Anastasia, Vatou, and Vatou Athina. "Collective teacher efficacy and job satisfaction: Psychometric properties of the CTE scale." Journal of Contemporary Education Theory & Research 3, no. 2 (2019): 29–33. https://doi.org/10.5281/zenodo.3635040.

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Teachers’ self-efficacy has widely recognized as a strong contributor to the student achievement and teachers’ psychological well-being. A large body of research has focused on individual’s self-efficacy beliefs. However, research on collective self-efficacy is sparse. The aim of the present study was to examine the factorial validity of the Collective Teacher Efficacy Scale (CTE) on Greek context and to examine how collective teacher efficacy was related to teacher job satisfaction. The sample consisted of 201 primary school teachers. Confirmatory factor analysis was conduct

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Bordelon, Thomas D., Iris Phillips, Paul T. Parkison, Jeff Thomas, and Corinne Howell. "Teacher Efficacy: How Teachers Rate Themselves and How Students Rate Their Teachers." Action in Teacher Education 34, no. 1 (2012): 14–25. http://dx.doi.org/10.1080/01626620.2012.642282.

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Lee, Sang-Shin, Hyungchul Yoo, and Juhyoung Park. "Influence of Teachers' Learning Organization on Teacher Efficacy." Korea Society Of The Politics Of Education 26, no. 4 (2019): 29–49. http://dx.doi.org/10.52183/kspe.2019.26.4.29.

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Buat, Maryam Dessa H., and Marilou Y. Limpot. "Teacher’s Sense of Efficacy and Students’ Motivation: The Mediating Effect of Parental Involvement." Asian Journal of Education and Social Studies 44, no. 2 (2023): 31–40. http://dx.doi.org/10.9734/ajess/2023/v44i2959.

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Aims: To determine the mediating effect of parental involvement in the relationship of teacher’s sense of efficacy and students’ motivation. Study Design: Quantitative non-experimental design. Place and Duration of Study: The study was conducted among secondary school teachers in all public schools in the Division of Davao del Sur, Region 11, Mindanao, Philippines during the school year 2021-2022. Methodology: The respondents were 308 secondary school teachers from the Division of Davao del sur, selected using stratified random sampling. The data were collected using google f

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Burgueño, Rafael, Alvaro Sicilia, Casaubón Jesús Manuel Medina, Manuel Alcaraz-Ibáñez, and María-Jesús Lirola. "Psychometry of the Teacher's Sense of Efficacy Scale in Spanish Teachers' Education." Journal of Experimental Education 87, no. 1 (2018): 89–100. https://doi.org/10.1080/00220973.2018.1423542.

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Our objective was to test the factorial validity of the different versions (TSES- 24, TSES-12, and TSES-11) of the Teacher’s Sense of Efficacy Scale in Spanish preservice teachers’. The participants were 358 preservice teachers. The confirmatory factor analysis showed inadequate fit indexes for both TSES-24 and TSES-12 but adequate fit indexes for TSES-11, which was invariant across gender. The reliability analysis showed appropriate values. The global factor for teachers’ sense of efficacy and the three factors that constitute it positively

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Shumaieva, Svitlana. "FACTORS OF INCREASING OF SPECIAL EDUCATION OF SELF-EFFICACY BY FUTURE TEACHERS IN THE USA." Scientific Journal of Polonia University 59, no. 4 (2023): 119–24. http://dx.doi.org/10.23856/5916.

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The article examines the importance of the pedagogical self-efficacy formation of future teachers for working with students with special educational needs, analyzes the influence of a teacher's professional self-efficacy on their self-regulation, and indicates possible options for working with students in the direction of the formation of future teachers of special education pedagogical self-efficacy. It was determined that the concept of «pedagogical self-efficacy» is an integrative education expressed in the teacher's confidence in his own professional competence, the ability to productively

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Pitkäniemi, Harri. "A teacher's practical theories, self-efficacy, and emotions." Nordisk Tidskrift för Allmän Didaktik 3, no. 1 (2017): 2–23. http://dx.doi.org/10.57126/noad.v3i1.12265.

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In this review of studies an answer is looked for the questions of the title, and an attempt is made to construct a system of integrative knowledge which can be utilized to benefit student teachers in their studies as well as teachers in their life-long learning. The teacher's practical theory is a scattered and non-uniform concept in educational studies. The teacher's beliefs is a wide construct which, in addition to the practical theory, contains self-efficacy, i.e., a motivational aspect. So far, the research has analyzed the sources of the teacher’s self-efficacy but also its connection to

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Kang, Su-Jin, and Hyuk-Jun Moon. "The effect of the teacher’s perceptions of the principal’s leadership and teacher efficacy on the happiness of child- care teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 13 (2022): 117–31. http://dx.doi.org/10.22251/jlcci.2022.22.13.117.

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Objectives The purposes of this study were to research on the relationships between the principal’s leadership perceived by teachers, teacher efficacy, and the teachers’ happiness; and how the principal’s emotional leadership and teacher efficacy affect the teachers’ happiness at their child care centers. Methods From October 25th to November 3rd, 2021, we conducted an on-offline questionnaire survey of childcare teachers working at child care centers all over the country. Based on previous research, the principal’s emotional leadership and teacher’s efficacy and happiness scales were used as

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Lumanug, Cesar G. Lumanug II,, and Robin B. Dimla. "Interaction Effects of Teachers’ Job Satisfaction and their Self-Efficacy on Teaching Performance." Journal of Education in Black Sea Region 7, no. 1 (2021): 48–65. http://dx.doi.org/10.31578/jebs.v7i1.249.

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The study aimed at investigating job satisfaction moderating effect between teachers’ self-efficacy and school performance. Teachers’ job satisfaction was deemed to affect the strength of relationship of teachers’ self-efficacy and schools’ performance. A total of 231 high school teachers accomplished questionnaires on job satisfaction and teachers’ self-efficacy. According to results obtained, a high degree of self-efficacy manifested among teachers to accomplish their tasks and to attain a consistent and better job performance. Teachers’ self-efficacy also directly affects their performance

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Toe, Dianne, and Lynette Longaretti. "Teacher Efficacy in High Performing Teachers: Barriers and Enablers for New Graduates." Australian Journal of Teacher Education 47, no. 4 (2022): 1–20. http://dx.doi.org/10.14221/ajte.2022v47n4.1.

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Teachers with a high sense of self-efficacy are more resilient to difficulties, experience greater job satisfaction and have higher expectations of their students. This study investigated teacher self-efficacy in high performing teachers at two points in their development: 1) as preservice teachers, halfway through their undergraduate degree using the Teacher Self-Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001) 2) as new graduates through a qualitative interview focused on efficacy. These 24 teachers participated in the National Exceptional Teaching for Disadvantaged Schools p

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Winy Nila Wisudawati. "DESCRIPTIVE STUDY OF TEACHER SELF EFFICACY WITH GENDER PERSPECTIVE IN KINDERGARTEN TEACHERS." Journal of Southeast Asia Psychology (SAPJ) 11, no. 1 (2023): 13. http://dx.doi.org/10.51200/sapj.v11i1.4886.

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Teachers are not always sure with their own abilities when teaching, hesitant to take action when they meet students who are considered difficult to direct and need support to communicate student progress to parents. The competence of teachers is based on belief in their own abilities, named self-efficacy. Teacher self-efficacy is the belief that a teacher has ability to teach, manage classes, make decisions, motivate and communicate with students effectively. Objective: describe teacher self-efficacy and to prove differences in teacher self-efficacy levels based on gender of kindergarten teac

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

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Adhikari, Krishna Prasad. "SELF-EFFICACY BELIEFS AMONG SCHOOL MATHEMATICS TEACHERS OF NEPAL." International Journal of Research -GRANTHAALAYAH 8, no. 7 (2020): 192–204. http://dx.doi.org/10.29121/granthaalayah.v8.i7.2020.694.

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Self-efficacy belief of the teacher is widely accepted construct in the professional development of the teacher. In this context, I as a mathematics teacher interested to study the efficacy beliefs of mathematics teachers in Nepal, which is a major contributing factor for teaching mathematics effectively. In this research, I, specifically, focused on exploring the self-efficacy beliefs of mathematics teachers in three aspects: student engagement, instructional strategy, and classroom management and to analyze the different contributing factors in the development of efficacy beliefs by using ex

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Wissink, Barbara. "In-Service Reading Teacher Efficacy." International Journal of Contemporary Education 2, no. 2 (2019): 138. http://dx.doi.org/10.11114/ijce.v2i2.4529.

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The complex task of teaching students to read well is one that in-service elementary teachers may not feel fully prepared for, as the methods for teaching reading have changed significantly in the last decade. As the research on explicit literacy instruction continues to expand, today’s teachers require specific training on how to effectively teach reading and move beyond the traditional basal reading curriculum. Additionally, the research showed that a teacher’s self-efficacy was a contributing factor in the actual implementation of new literacy instruction knowledge. This mixed method study

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Çinpolat, Enes, and Vehbi Akdi. "Metalinguistic awareness and teacher self-efficacy beliefs of language teachers: A correlational study on prospective Turkish teachers." Pedagogical Perspective 2, no. 2 (2023): 158–68. http://dx.doi.org/10.29329/pedper.2023.16.

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The concept of metalinguistic awareness, which refers to knowing and consciously applying the structural features of the language that people speak, is a concept related to being able to understand the language. It can be said that these skills are expected to be acquired by those who will teach language lessons. Because these teachers transfer all aspects of language to students. Thus, the aim of this study is to examine the relationship between Turkish teacher candidates' meta-linguistic awareness and teacher self-efficacy beliefs. For this purpose, 308 prospective Turkish language teachers

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Rahmawati, Aulia, and Yanty Wirza. "INDONESIAN EFL TEACHER’S SELF-EFFICACY AND ONLINE CLASSROOM MANAGEMENT DURING COVID-19 PANDEMIC." Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language 9, no. 1 (2022): 36–51. http://dx.doi.org/10.36706/jele.v9i1.17436.

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Since the COVID-19 outbreak, online education has been mandated. Many teachers handled it well; others did not. Research has found that successful online teaching was related to the teacher's self-efficacy. Thus, it is vital to investigate EFL teachers' self-efficacy and their ability to manage challenges in online learning. In this qualitative design, the data were collected via questionnaires and interviews. The questionnaires were statistically calculated, and the interview were coded and transcribed. This study revealed that teachers with high and low self-efficacy struggled in managing on

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Kim, Yu-Mi, and Sung-Sook Pu. "The Effect of Director's Authentic Leadership on Early Childhood Teacher's Play Teaching Efficacy: Mediating Effect of Early Childhood Teacher Job Crafting." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 15 (2023): 651–66. http://dx.doi.org/10.22251/jlcci.2023.23.15.651.

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Objectives This study aimed to investigate the mediating effect of early childhood teacher job crafting in the director's authentic leadership influence on early childhood teacher's play teaching efficacy. Methods To this end, an online survey was conducted among 324 early childhood teachers from kindergartens and daycare centers located in Seoul and Gyeonggi-do. In addition, descriptive statistics, frequency analysis, reliability analysis, correlation analysis, regression analysis, and Sobel Test were conducted to analyze the collected data. Results The results of this study are a

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Johari, Nor Syahrul Bariyah, Norazlinda Saad, and Marini Kasim. "Teacher collaboration: Significant influence on self-efficacy of secondary school teachers." International Journal of Evaluation and Research in Education (IJERE) 11, no. 4 (2022): 1873. http://dx.doi.org/10.11591/ijere.v11i4.22921.

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<span lang="EN-US">Teacher collaboration is an aspect that needs to be given due attention in the educational institutions in order to sustain the improvement of teachers’ learning. This study was conducted to examine the influence of secondary school teacher’s collaboration on their self-efficacy. Research design was based on quantitative approach by cross-sectional survey. Data collection via questionnaires was performed to obtain demographic information of respondents, as well as data on teacher collaboration and self-efficacy. <br /> A number of 410 secondary school teachers in

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Tran, Van Dat. "Testing the factor structure of the teacher efficacy scale for in-service teachers." Cypriot Journal of Educational Sciences 18, no. 2 (2023): 506–21. http://dx.doi.org/10.18844/cjes.v18i2.8748.

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In recent years, the factor structure of the teacher efficacy scale for in-service teachers has been validated and the significant impacts of the teacher efficacy on both teachers' outcomes (organizational commitment and job satisfaction) and students' outcomes (academic achievement and motivation) have been documented in different contexts of education. However, the present literature shows that there has been relatively little research on this field in the system of Vietnamese education. Therefore, the current study investigates the factor structure of the 24-item Vietnamese translation of t

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Mok, Magdalena Mo Ching, and Phillip John Moore. "Teachers & self-efficacy." Educational Psychology 39, no. 1 (2019): 1–3. http://dx.doi.org/10.1080/01443410.2019.1567070.

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Sánchez-Rosas, Javier, Malena Dyzenchauz, Sergio Dominguez-Lara, and Agustín Hayes. "Collective Teacher Self-Efficacy Scale for Elementary School Teachers." International Journal of Instruction 15, no. 1 (2022): 985–1002. http://dx.doi.org/10.29333/iji.2022.15156a.

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Taimalu, M., and O. Õim. "ESTONIAN TEACHERS’ BELIEFS ON TEACHER EFFICACY AND INFLUENCING FACTORS." Trames. Journal of the Humanities and Social Sciences 9, no. 2 (2005): 177. http://dx.doi.org/10.3176/tr.2005.2.05.

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Olmez, Cemil, and Serap Ozbas. "Teacher self-efficacy according to Turkish Cypriot science teachers." Africa Education Review 14, no. 3-4 (2017): 36–51. http://dx.doi.org/10.1080/18146627.2016.1224564.

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Newton, Kristie Jones, Jacqueline Leonard, Brian R. Evans, and Julie A. Eastburn. "Preservice Elementary Teachers' Mathematics Content Knowledge and Teacher Efficacy." School Science and Mathematics 112, no. 5 (2012): 289–99. http://dx.doi.org/10.1111/j.1949-8594.2012.00145.x.

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Bakar, Ab Rahim, and Shamsiah Mohamed. "Teacher Sense of Efficacy among Malaysian Agriculture Student Teachers." International Journal of the Humanities: Annual Review 6, no. 2 (2008): 137–44. http://dx.doi.org/10.18848/1447-9508/cgp/v06i02/42364.

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Imanda, Imanda. "Teacher Self-Efficacy Training to Improve Teachers’ Work Engagement." Jurnal Pendidikan Ilmu Sosial 30, no. 1 (2021): 67–76. http://dx.doi.org/10.17509/jpis.v30i1.29678.

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Kim, Hyunjin, and Jillian Connelly. "Early Childhood Preservice Teachers’ Mathematics Teaching Efficacy: Effects of Passion and Teacher Efficacy." Pacific Early Childhood Education Research Association 13, no. 1 (2019): 1–21. http://dx.doi.org/10.17206/apjrece.2019.13.1.1.

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Lee, Chae-ho. "Relationship between Emotional Intelligence, Teacher Efficacy, Resilience, and Teacher-Child Interactions of Kindergarten Teachers." Research Institute of Human Ecology 26, no. 3 (2022): 83–94. http://dx.doi.org/10.36357/johe.2022.26.3.83.

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Background/Objectives: It is well known that children gain skills and develop ideas and values from play, which is why play-oriented curricula are based on new understandings of learning through play. However, concerns have been raised about whether children can learn when playing on their own. It has therefore been suggested that early childhood teacher-child interactions should be focused on ensuring that child play is centered on learning and development. To examine this more closely, this study explored the relationships between emotional intelligence, teacher efficacy, resilience, and tea

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Pantao, Lyndy G. "The Interplay of Teachers’ Profile, Workload and Self-Efficacy: A Correlational Study." International Journal of Research and Innovation in Social Science VIII, no. X (2024): 301–16. http://dx.doi.org/10.47772/ijriss.2024.8100025.

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This study aims to determine the relationships between demographic profile, workload profile, and sense of self-efficacy of teachers in a public senior high school setting. Frequency distribution and percentage calculation were used to describe the demographic profile, and workload profile. Median was used for self-efficacies. Point biserial correlation and Spearman rho correlation were used to determine the relationship between the demographic profile of the teachers and teacher’s self-efficacy. Spearman rho correlation was used to determine the relationship between the workload profile of th

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Lee, Hye-Won, and Jae-Eun Jung. "The mediating effect of grit on the relationship between teacher cooperation and teacher efficacy of early childhood teachers." korean Jouranl of Early Childhood Education 25, no. 4 (2023): 389–408. http://dx.doi.org/10.15409/riece.2023.25.4.15.

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The purpose of this study is to select teacher cooperation and grit as variables that affect early childhood teachers' teacher efficacy and to confirm the mediating role of grit in the relationship between teacher cooperation and teacher efficacy. For this purpose, data were collected using the ‘Teacher Cooperation Scale’, ‘Teacher Efficacy Scale’, and ‘Grit-O Scale’ targeting 241 early childhood teachers working at early childhood education institutions located in Seoul and Gyeonggi-do. The collected data were analyzed using the SPSS 24.0 program to analyze the mediating effect of grit in the

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Pilos, Irish kaye H., Juralyn Jean A. Cañete, Yahweh F. Calugas, et al. "Teacher’s Burnout and Perceived Self-Efficacy as Predictors to Classroom Management: A Quantitative Inquiry." International Journal of Research and Innovation in Social Science VIII, no. IV (2024): 2757–71. http://dx.doi.org/10.47772/ijriss.2024.804261.

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This study dealt with the influence of Teacher’s Burnout and Perceived Self-Efficacy to Classroom Management among High School Teachers in Mawab, Davao de Oro. The primary goal of this study was to determine the level of teacher’s burnout and perceived self-efficacy to classroom management in terms of their respected indicators, the significant difference between burnout and perceived self-efficacy to classroom management, and what domains of burnout and perceived self-efficacy substantially influence classroom management. Also this study utilized a quantitative-correlational design with 113 r

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Gkolia, Aikaterini, Christina Charalampaki, and Dimitrios Belias. "Principal’s individualized support and teacher’s self-efficacy: An empirical research." Journal of Educational Research and Reviews 9, no. 3 (2021): 53–60. http://dx.doi.org/10.33495/jerr_v9i3.21.103.

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The purpose of this study is to provide evidence whether principals’ individual mentoring and coaching to support teachers could influence teachers’ self-efficacy. Data were collected from 843 Greek primary and secondary school teachers of 110 schools. Teachers were asked to fill in the PLQ to measure principal’s individualized support and TSES to measure teacher’s self-efficacy. CFA was conducted to identify the factor structure of TSES model. Consequently, results shown a first-order two-factor model fits best the data of TSES. TSES subscale, “Efficacy in Instructional Strategies” was exclud

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