The survey data Processes of Data Collection
3.8 Processes of Data Collection
As there were three types of instrument used to collect the data, three main data collection processes were conducted in this study. These three processes were administered using different research instruments and followed by different steps. Those processes were the administration of the self-efficacy survey, the classroom observation and the interview.3.8.1 The survey data
As discussed in the previous section, the survey was conducted during the period of December 2006 – February 2007. In administering the survey, the researcher did not use mailing procedures. Instead he came to the English teacher forum in all districts and municipality in Yogyakarta province and distributed the survey to the members of the forums. These teacher forum meetings were conducted regularly in every district, and were facilitated by the district teacher forum committee. These teacher meetings were parts of teachers‘ professional development and learning in the province. Activities of the teacher forum varied from one district to the other. In general, however, they covered information sessions about government policy, and seminars and workshops on instructional issues. The frequency of the meetings also varied from one district to the other. Mostly they met once a month, except for the Yogyakarta Municipality and Bantul district teacher forums that met twice a month and the Gunungkidul teacher forum that at the time the data were collected only met once in February 2007. 80 In collecting the survey data, the researcher distributed the survey together with the explanatory statement explaining the research in general, including the purposes and the significance of the study as well as contact person for the research. Participants were invited to complete the survey and do it in their own time and at their convenience and then return the survey to the researcher upon completing it. Upon agreeing to participate in the study, the participants were asked to sign the consent form. The survey was given in two versions, the English and the Indonesian versions. The Indonesian version was aimed to support participants‘ understanding in case there were teachers who did not understand words or sentences in the survey. For practical reasons, however, the teachers were asked to complete only the English version. The response rate achieved by this study was eighty one point seven percent 81.7. From the two hundred copies of questionnaire the researcher copied, one hundred and eighty six of them were distributed to teachers during the period of data collection. From the distributed questionnaires, one hundred and fifty two questionnaires were returned to the researcher.3.8.2 Classroom observations
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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