The effects of Competency-based Integrated Training The effects of Competency-based Integrated Training The effects of Competency-based Integrated Training
4.4.1 The effects of Competency-based Integrated Training
on the teachers’ efficacy for English Multivariat e tests in the Repeated Measures MANOVA on the teachers‘ efficacy for English subscale revealed that there were statistically significant differences in the levels of teachers‘ efficacy before and after they attended the CBIT, F 6,146 = 7.9, p .05 Figure 4.3. As in the general trend, the mean scores of the after-training items in the efficacy for English subscale were higher than the before-training ones. Figure 4.3. Difference in means of teachers efficacy for English before and after CBIT 7 6 5 4 3 2 1 Es tim at ed Ma rgi nal Me ans 5.0 4.5 4.0 3.5 3.0 2.5 2 1 time Teachers ’ Efficacy for English 1214.4.3 The effects of Competency-based Integrated Training
on the teachers’ efficacy for Instructional Strategies Results of Multivariate tests in Repeated Measures MANOVA suggested that there were significant differences in the mean scores of teachers‘ efficacy for instructional strategies before and after the CBIT, F 7,145 = 2.745, p .05. In this subscale, it was found that the training contributed positively towards the level of teachers‘ efficacy for instructional strategies where after-training mean scores were higher than the before-training ones Figure 4.4. Figure 4.4 . Difference in means of teachers’ efficacy for instructional strategy before and after CBIT 8 7 6 5 4 3 2 1 Es tim at ed Ma rgi nal Me ans 5.1 4.8 4.5 4.2 3.9 2 1 time Teachers’ Efficacy for Instructional Strategies 1224.4.4 The effects of Competency-based Integrated Training
on the teachers’ efficacy for Classroom Management Multivariate tests in the Repeated Measures MANOVA suggested that the CBIT contributed positively to the levels of teachers‘ efficacy for classroom management. This in turn brought about differences in the mean scores of the teachers‘ efficacy where after-training mean scores were higher that the before- training ones Figure 4.5. The tests also suggested that the differences in the levels of teachers‘ efficacy were statistically significant, F 7,145 = 2.9, p .05. Figure 4.5 . Difference in means of teachers’ efficacy for classroom management before and after CBIT 8 7 6 5 4 3 2 1 Es tim at ed Ma rgi nal Me ans 5.25 5.00 4.75 4.50 4.25 4.00 2 1 time Teachers‘ Efficacy for Classroom Management 1234.4.5 The effects of Competency-based Integrated Training
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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