Interaction effects of gender and age on teachers’ efficacy beliefs
4.3.2.1 Interaction effects of gender and age on teachers’ efficacy beliefs
The F-test in the Multivariate analyses of Repeated Measures MANOVA revealed that there was a significant two-way interaction effect of gender and age groups on the teachers‘ efficacy beliefs, F 78,98 = 1.56, p 0.05. However, the results of the tests of between-subjects effects indicated that there were only two items of all 39 items in the five subscales that showed significant differences at the 95 level of confidence p = 0.05. This meant that although the data indicated that a significant combined effect of gender and age of the participating teachers was present, not many items in the scale were sensitive to the interaction effect of gender and age differences. Significant differences at the 95 degree of confidence were only found in two items, with one item respectively in the teachers‘ efficacy for instructional strategies and teachers‘ efficacy for student engagement subscales. The first two significant items were items related to teachers‘ efficacy for responding to defiant students, F 2,86 = 4.21, p 0.05 and teachers‘ efficacy for improving the understanding of students who are failing, F 2,86 = 4.21, p 0.05. Interestingly, the combined gender by age effects brought about different patterns of changes in the level of teachers‘ efficacy where rapid increases in the efficacy happened earlier in the teaching career of male teachers with the highest mean appearing at the age of 30 to 40, while for female the highest was 115 later at 40 to 50 years of age see Figure 4.1. Another interesting finding was that although the group of young male teachers, younger than 30 years of age, reported lower efficacy than the young female teachers at the same age group, the older male teachers, age between thirty and forty, reported higher level of efficacy than the female at the same age group. An assumption of the causes of this trend, which is suspected to be related to different ways of coping shock in early teaching career between male and female, is further discussed in the chapter about discussion and interpretation. Figure 4.1 Gender and age differences in teache rs’ efficacy beliefs 1164.3.2.2 Interaction effects of teaching experience and school on teachers’ efficacy beliefs
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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