Ashton’s vignette The Gibson and Dembo’s teacher efficacy scale
2.2.2.4 Ashton’s vignette
As an attempt to address the assumption that teacher efficacy was context specific, Ashton and her colleague devised norm-referenced vignettes describing situations a teacher might encounter in their teaching duties Ashton Webb, 1986. Using these vignettes, they also asked teachers to make judgments on their effectiveness in handling the situations. Two frameworks of judgement were tested in this research. The first was developed by asking the teachers to rate their performance on a scale from extremely ineffective to extremely effective. The second judgement was made by asking teachers to compare their performance to those of other teachers. They had to judge themselves from much less effective than most teachers to much more effective to most other teachers.2.2.2.5 The Gibson and Dembo’s teacher efficacy scale
In the early 1980s, when early researchers on efficacy worked on the development of the efficacy construct, Gibson and Dembo developed the teacher efficacy scale TES Gibson Dembo, 1984. Although it was built on the formulation of the Rand studies, it was also underpinned conceptually by Bandura‘s model of self-efficacy. TES was a two-factor scale consisting of 30 items developed to measure teacher efficacy. These factors were personal teaching efficacy and teaching efficacy. According to Gibson and Dembo 1984 the two factors reflected the two expectancies of Bandura‘s social cognitive theory. The first factor, the personal teaching efficacy was seen to reflect the self- 39 efficacy, while the second factor, the teaching efficacy reflected the outcome expectancy Gibson Dembo, 1984. Other researchers are still working on teacher self-efficacy beliefs using slightly different perspectives on what teachers‘ efficacy is. Some researchers suggest that teacher self- efficacy is teachers‘ judgment of their capability to bring about a desired outcome of students‘ engagement and learning, even among those students who may be difficult and unmotivated Bandura, 1977b; Tschannen- Moran Hoy, 2001. It is not the beliefs on what to teach but the beliefs on the ability to execute specific teaching-related tasks. Rand researchers defined teachers‘ efficacy as the extent to which teachers believe that they could control the reinforcement of their actions that is whether control of reinforcement lies within them or the environment Armor et al., 1976. There are even differences among researchers in terms of using the terms for this belief. Some use terms like general teaching efficacy Ashton et al., 1982 or simply teaching efficacy Gibson Dembo, 1984; W. K. Hoy Woolfolk, 1993 and personal teaching efficacy Ashton Webb, 1986; Gibson Dembo, 1984 or simply teaching efficacy W. K. Hoy Woolfolk, 1993.2.2.2.6 The Ohio State teacher efficacy scale OSTES
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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