Changes in self-efficacy beliefs
2.6 Changes in self-efficacy beliefs
Bandura 1977, 1997 theorized that self-efficacy may be most malleable early in learning. He, therefore, has suggested that the first years of teaching could be critical to the long term development of teacher efficacy. This is supported by the findings suggesting that some of the most powerful influences on the development of teachers‘ sense of efficacy are experiences during student teaching and induction year Mulholland Wallace, 2001. In a longitudinal research on the changes of teacher efficacy during the first years of teaching, Hoy and Spero 2005 found a similar patterns and changes over time. Using both Gibson and Dembo‘ short form scale and Bandura‘s teacher efficacy scale, they found that ―… efficacy rose during teacher preparation program but fell with the actual experience as a teacher ― A. W. Hoy Spero, 2005, p. 352. Hoy and Spero further argue that the decrease in efficacy is because novice teachers very often underestimate the complexity of the teaching task and their ability to manage many agendas at the same time. Such a decrease is also caused by their disappointment with the gap between their standard and their own teaching performance A. W. Hoy Spero, 2005. In terms of the factors contributing to changes in efficacy beliefs, social cognitive theory proposes that behavior, cognitive and other personal factors, and the environment interact to influence each other through the process of reciprocal determinism Bandura, 1986, 1997. More recently, Tschannen-Moran, Hoy and Hoy 1998 have suggested that although early years of teaching might be critical 50 for developing efficacy beliefs, little is known in relation to the kinds of context variables that contribute to teacher efficacy. They further state that teaching resources and constraint in teaching help teachers to make their own efficacy judgement. In addition, Hoy and Spero 2005 found that the level of support received by teachers in their first year of teaching was related to the changes of their level of efficacy. Though, it is possible for teacher efficacy to change along with the amount of time teaching, there seems to be a shared belief that once it has been established it will relatively be stable . Teachers‘ self-efficacy potentially decreases during first year of teaching and then gradually rises with the amount of teaching and then relatively stable after a certain amount of time in teaching.2.7 Teacher efficacy beliefs and students’
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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