Responsibility for student achievement
2.2.1.2 Responsibility for student achievement
The responsibility for student achievement RSA was developed by Guskey shortly after the Rand publication on the analysis of preferred reading programs. In general this scale was aimed at measuring the level of teachers‘ responsibility for student achievement. In this scale, Guskey 1981 proposed four types of causes of the success and failure of the students. They were the teaching ability, the efforts put into teaching, the task difficulty and the luck Guskey, 1981. This 30-item scale was in the form of an alternative-weighting procedure in which participants were asked to assign a percentage of weight to every choice out of two alternatives. The alternatives, which Guskey stated to be internal, were designated by an R . Positive-even items were indicated by a plus sign and negative items by a minus sign following the R . The percentage the participants should assign ranged up to 100 Guskey, 1981. In his later studies, Guskey made a revision on his RSA scale and reduced the weight assigned to the responses to a 10-point scale Guskey, 1987. The RSA scale was scored by averaging the weights assigned to the internal responsibility alternatives across items. Scores resulting from the RSA comprised the overall scores on how much the teacher assumed the responsibility for student outcome, which was the combination of R+ and R- scores, and two subscale sores on the teacher responsibility for student success, which was the average of the R+ scores, and the teacher responsibility for student failure, which was the average of the R- scores. 31 In the comparison between the overall R , the R+ and R- scores, Guskey found their inter-correlation was high because the overall R scores represented the averaged sum of scores from the R+ and R – subscores Guskey, 1981. On the other hand, Guskey also found that the inter-correlations between the R+ and R- subscales were weak, only .203. Based on these findings, Guskey claimed that instead of being at two opposite ends of a single continuum, the positive and negative performance outcomes represented two separate dimensions and operated independently in their influence on the perception of self-efficacy Guskey, 1987. Further, Guskey also believed that the use of the R score alone without taking the scores of the two separate subscales was inadequate.2.2.1.3 Teacher Locus of Control
Parts
» Monash Univ. Master of Education Thesis (Final version 250209)
» Why do teachers’ self efficacy beliefs matter?
» Teaching profession in the Indonesian context
» Recruitment, retention and engagement of teachers in Indonesia
» Increase of perceived roles of teachers in Indonesia context
» Teacher Professional Development Programs in Indonesian Context
» Changing perspectives and philosophies of English teaching in Indonesia
» The implementation of the Competency-based Curriculum
» Overview Key research questions
» Significance of the research Conceptual framework
» Definition of terms Introduction
» The Rand Researchers Teachers’ efficacy beliefs: First theoretical strand
» Responsibility for student achievement
» Social cognitive theory and self-efficacy
» Ashton’s vignette The Gibson and Dembo’s teacher efficacy scale
» The Ohio State teacher efficacy scale OSTES
» New perspective on teacher efficacy research
» Sources of teachers’ efficacy beliefs
» Collective efficacy Review of the Literature
» Changes in self-efficacy beliefs
» Teacher efficacy beliefs and students’ Teacher Professional Development
» Introduction Research design Research Methodology
» Research site Research Methodology
» Gaining Access Participants Research Methodology
» Selection criteria and procedure to recruit the sample for the survey
» Selection criteria and procedure to recruit the second sample group
» Teachers’ self-efficacy scale Instrument to collect quantitative data
» Classroom Observation Schedule Semi-guided Interview Protocol
» The survey data Processes of Data Collection
» Classroom observations The Interviews
» Issues of confidentiality and anonymity
» Statistical analysis on quantitative data Issues with missing data Descriptive Statistics
» General Linear Model MANOVA and Repeated Measures MANOVA Spearman’s Rho Correlations
» Instrument Validity and Reliability in the Indonesian Context Factor Analyses
» Teachers’ self efficacy beliefs Means and standard deviations of the teachers’ self- efficacy data
» The effects of English teaching background on teachers’ self-efficacy beliefs
» The effects of teaching experiences on teachers’ self- efficacy beliefs
» Interaction effects of gender and age on teachers’ efficacy beliefs
» Interaction effects of teaching experience and school on teachers’ efficacy beliefs
» Interaction effects of age groups and teacher status on teachers’ efficacy beliefs
» Introduction Data on teachers’ work engagement
» Results of the exploratory factor analyses on the teachers’ efficacy data
» Results of Exploratory Factor Analyses on Work Engagement Data
» Overview Findings from Qualitative Case Studies
» Visions for teaching The Interviews with Dewi
» Self-efficacy beliefs The Interviews with Dewi
» The contribution of CBIT School and collegial support
» Teacher’s uses of English Teachers’ uses of Instructional Strategies
» Classroom management Student Engagement Curriculum implementation
» Dewi ’s self-assessment about her efficacy beliefs: Self- Case summary
» Visions for teaching Self-efficacy beliefs
» Teacher’s use of English Teacher’s uses of instructional strategies
» Classroom management Student engagement
» Curriculum implementation Tina ’s classroom practices
» Tina ’s self-assessment about her efficacy beliefs: Self- Case Summary
» Rina ’s use of English Rina ’s uses of instructional strategy
» Rina ’s self-assessment about her efficacy beliefs: Self- Case summary
» Teacher’s use of English Teacher’s use of instructional strategies
» Putri ’s self-assessment about her efficacy beliefs: Self- Case summary
» Conclusion Findings from Qualitative Case Studies
» Overview Teaching profession and the teaching of English in Indonesia
» Teachers’ efficacy for English
» Teachers’ efficacy for instructional strategy Teachers’ efficacy for classroom management
» Teachers’ efficacy for student engagement
» Teachers’ efficacy for curriculum implementation
» The effects of demographic factors on the teachers’ self-efficacy beliefs
» The effects of task settings on the teachers’ self-efficacy beliefs
» The interaction effects Discussion and Interpretation
» The effects of training as professional program on the teachers’ self-efficacy beliefs
» Correlation between teachers’ self-efficacy and teachers’ work engagement
» Teachers’ efficacy beliefs Major Findings
» Introduction Contributions of the present research
» Implications Conclusions and Implications
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