105
Table 4.4 continued Efficacy
for Student
Engagement getting through to the most difficult
students 4.3
4.8 4.8
5.3 helping students think critically
4.7 4.8
4.7 4.6
motivating students who show low interest in school work
5.0 5.0
5.0 5.3
getting students to believe that they can be successful in school work
5.2 5.1
5.0 5.3
helping students value learning 4.8
5.2 5.1
5.0 fostering students creativity
4.8 4.8
4.8 3.8
improving the understanding of students who are failing
5.2 4.8
4.9 4.5
helping families to help children do well in school
3.6 4.2
4.3 4.3
Efficacy for
Curriculum Implementation
preparing lesson plans 4.2
4.5 4.3
4.9 contextualizing teaching
4.1 4.6
4.3 4.4
implementing genre based-teaching 4.3
4.9 4.9
4.9 developing teaching materials
4.3 4.7
4.7 5.2
stimulating students inquiry 3.8
4.4 4.4
4.5 presenting model in learning
4.3 4.8
4.8 4.4
promoting interaction among learners 4.2 4.9
4.6 3.8
using authentic assessment 4.0
4.6 4.6
4.5 Significant at p = 0.05
4.3.1.4 The effects of teaching experiences on teachers’ self- efficacy beliefs
Multivariate tests revealed that there was a significant effect of teaching experience on the difference of the level of efficacy of the participating
teachers,
F
1,98 = 1.33,
p
0.05. Findings also indicated that there was possibility that teachers‘ efficacy beliefs increased until a certain amount of
time in teaching and then there was a chance to drop down toward the retirement age. Among the groups of sample, the group having teaching
experience between five and fifteen years reported the highest level of efficacy beliefs, with the mean sore of 4.8 and standard deviation of 1.22. This group of
teachers dominated those beginning teachers with less than five years of
106
teaching experience M = 4.18, SD = 1.54, and those more experienced teachers with teaching experience of more than 15 years M = 4.77, SD =1.32.
Because there were three groups of teachers based on the length of experience in teaching, Tukey Post Hoc was applied to locate the differences among the
groups. The results of the post hoc analysis revealed that significant differences was only found between group of teachers having less than five years teaching
experience and the other two groups of teachers with 5 – 15 years and more
than 15 years teaching experience. There was no significant difference in the level of teachers‘ self-efficacy between teachers with 5-15 years and more than
15 years of teaching experience. In other words, only new teachers reported significant differences in their self-efficacy from those of more experienced
teacher.
In addition, in the univariate level, findings suggested that among 39 items in the survey, 19 items show significant differences at the significance level of
0.05. In the teachers‘ efficacy for English subscale, two items showed significant
differences due to the differences in participants teaching experience. These two items were related to the teachers‘ efficacy for instructional English speaking,
F
2,86 = 4.20,
p
= 0.02, and the teachers‘ efficacy for instructional English writing,
F
2,86 = 6.25,
p
= 0.00..
107
T eachers‘ self-efficacy for instructional strategies was sensitive to differences in
teaching experience with six of the eight items showing significant differences at
p
= 0.05. The six items were related to the teachers‘ efficacy for responding to questions,
F
2,86 = 5.86, p = 0.00, the teachers‘ efficacy for gauging students‘ comprehension,
F
2,86 = 6.96,
p
= 0.00, the teachers‘ efficacy for using variety of assessment,
F
2,86 = 6.07,
p
= 0.00, the teachers‘ efficacy for providing alternative explanation and examples,
F
2,86 = 3.70,
p
= 0.03, the teachers‘ efficacy for implementing alternative instructional strategies,
F
2,86 = 4.23,
p
= 0.02, and the item measuring the teachers‘ efficacy for providing challenges for capable students,
F
2,86 = 5.99,
p
= 0.00. The positive effects of teaching experience were the least in the teachers‘
efficacy for classroom management. There was only one item showing significant differences in teachers‘ efficacy due to differences in teaching
experience at the 95 degree of confidence. This item was related to the teachers‘ efficacy for getting students follow classroom rules,
F
2,86 = 3.39,
p
= 0.04. In the teachers‘ efficacy for student engagement, there were three items
showing significant differences due to differences in teaching experiences. Those items were related to the teachers‘ efficacy for fostering students‘
creativity,
F
2,86 =7.19,
p
= 0.00, for improving the understanding of students who are failing,
F
2,86 = 6.59,
p
= 0.00, and for helping families to help children do well in school,
F
2,86 = 4.60,
p
= 0.01.
108
Table 4.5. Contribution of Teaching Experience to Differences in T eachers’
Self-efficacy Beliefs
Efficacy Subscales Efficacy items Means score as function of
teaching Experience 5
5-15 15
Efficacy for
English instructional English speaking
5.0 5.2
5.4 English for communication
4.4 4.5
4.6 understanding movies on TV
3.8 4.3
4.7 understanding books written in
English 4.7
5.2 5.2
English songs 4.1
4.8 4.4
instructional English writing 5.1
5.2 5.7
English journalpublication
writing 4.0
4.0 4.3
Efficacy for
Instructional strategies
responding to questions 4.9
5.2 5.7
gauging students comprehension 4.0 4.7
4.8 crafting good questions
4.8 5.4
5.6 adjusting lessons to the proper
levels of the students 5.2
5.3 5.3
using variety of assessment 4.5
5.1 5.4
providing alternative explanation and examples
4.8 5.7
5.9 implementing
alternative instructional strategies
4.4 5.0
4.5 providing challenges for capable
students 4.6
5.8 6.2
Efficacy for
Classroom Management
controlling disruptive students 5.4
5.9 5.7
making the expectation clear for students
4.7 5.3
5.0 establishing
routines to
keep activities running smoothly
4.4 5.4
5.8 getting students follow classroom
rules 5.3
5.9 6.1
calming disruptive or noisy students 5.4
6.3 5.9
establishing classroom management for groups
4.7 5.6
5.3 keeping a few troubled students
from ruining the whole class 5.1
5.9 5.6
responding to defiant students 4.8
5.7 5.4
109
Table 4.5 continued Efficacy for Student
Engagement getting through the most difficult
students 5.2
5.3 5.4
helping students think critically 4.3
4.9 5.1
motivating students who show low interest in school work
5.0 5.7
5.7 getting students believe that they
can be successful in school work 5.1
5.5 5.5
helping students value learning 5.5
5.8 5.9
fostering students creativity 4.2
5.1 5.4
improving the understanding of students who are failing
5.1 6.1
5.9 helping families to help children
do well in school 3.7
4.3 4.7
Efficacy for
Curriculum Implementation
preparing lesson plans 4.1
4.5 5.2
contextualizing teaching 4.4
4.9 5.1
implementing genre
based- teaching
4.2 4.8
5.3 developing teaching materials
4.3 5.1
5.4 stimulating students inquiry
4.1 4.4
4.6 presenting model in learning
4.7 5.4
5.8 promoting
interaction among
learners 4.6
5.4 5.6
using authentic assessment 4.1
4.9 5.3
Significant at p = 0.05 Teachers‘ efficacy for implementing the curriculum was greatly affected by the
differences in the teaching experience. Of eight items in the subscale, seven items were significant. The seven items showing significant differences at
p
= 0.05 were items measuring teachers‘ efficacy for preparing lesson plans,
F
2,86 = 8.17,
p
= 0.00, for contextualizing teaching,
F
2,86 = 7.75,
p
= 0.00, for implementing the genre-based teaching,
F
2,86 = 8.26,
p
= 0.00, for developing teaching materials,
F
2,86 = 10.80,
p
= 0.00, for stimulating st
udents‘ inquiry,
F
2,86 = 3.53,
p
= 0.03, for presenting model in learning,
110 F
2,86 = 7.04,
p
= 0.00, and for using authentic assessment,
F
2,86 = 6.55,
p
= 0.00.
4.3.1.5 The effects of teacher status on teachers’ self-efficacy beliefs
