Definition of terms Introduction
1.7 Definition of terms
Three terms or concepts are crucial to the present study. These are self-efficacy beliefs, work engagement and Competency-based Integrated Training CBIT. Self-efficacy has been a fruitful area of research in education for the past two decades. One definition that is used to frame the present research derives from Bandura 1977 and Tschannen-Moran and Hoy 2001. It is defined as teachers‘ judgment of their capability to bring about desired outcome of students‘ engagement and learning, even among those students who may be difficult and unmotivated Bandura, 1977b; Tschannen-Moran Hoy, 2001 Work engagement has also been instrumental in research, especially in response to the problems related to teacher retention and turnover. It has also been important area of research in relation to burnout among teachers. The present research study adopts the definition of work engagement proposed by Scaufelli at al. 2002 stating that ―work engagement is defined as a positive, fulfilling, work-related state of mind characterized by vigor, dedication and absorption ‖ Schaufeli, Salanova, Gonzales-Roma, Baker, 2002 Competency-based integrated training or CBIT, for short, is an in-service training program designed by the Ministry of National Education MoNE of Indonesia as an attempt to socialize the newly issued School Level Curriculum or Kurikulum Tingkat Stauan Pendidikan KTSP in Indonesia. At the time this research was conducted this curriculum was still in its draft form and was called 23 the Competency-based Curriculum or Kurikulum 2004 or Kurikulum Berbasis Kompetensi KBK. The training program, therefore, was called the Competency-based Integrated Training CBIT. The main purpose of the training was to prepare the teachers for the implementation of the new curriculum. The first part of the materials presented in the CBIT for English teachers focused on the philosophical and psychological bases of Curriculum 2004. The second part provided teachers with the teaching techniques recommended for teaching English in Indonesia. Such techniques were deemed genre-based English teaching. In addition, CBIT also provided training programs aiming to upgrade the competency level of the participants in all areas of speaking, listening, reading, and writing.1.8 The structure of the thesis
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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