Interaction effects of teaching experience and school on teachers’ efficacy beliefs
4.3.2.2 Interaction effects of teaching experience and school on teachers’ efficacy beliefs
The F -test in the Multivariate analyses of variance suggested that there was significant interaction effect of teaching experience and school on the levels of teachers‘ efficacy beliefs, F 39,48 = 1.68, p 0.05. Further examination on the tests of between- subjects effects revealed that teachers‘ efficacy beliefs were fairly sensitive to the combined effects of teaching experience and school type differences, where there were eight items in all subscales showing significant differences at p 0.05. Those significant items were found in two items of teachers‘ efficacy for English subscale, one item in teachers‘ efficacy for instructional strategies, one item in the teachers‘ efficacy for classroom management, and five items in the teachers‘ efficacy for curriculum implementation. No significant item was found in the teachers‘ efficacy for student engagement subscale. An item in the teachers‘ efficacy for English subscale that was related to teachers‘ efficacy for instructional English speaking was sensitive to the combined effect of teaching experience and school differences with F 1,86 = 4.81, p 0.05. Another item that was significantly affected by the combined effect of teacher experience and school differences was related to the teachers‘ efficacy for English journal publication writing, F 1,86 = 4.92, p 0.05. There was no item in the teachers‘ efficacy for instructional strategy subscale that showed significant difference due to combined effects of teaching 117 experience and the type of schools. A n item in the teachers‘ efficacy for classroom management, however, showed significant difference due to the interaction effect of teacher experience and school type. This item was related to the teachers‘ efficacy for getting students follow classroom rules with F 1,86 = 4.01, p 0.05. Data indicated that teachers‘ efficacy for curriculum implementation were highly se nsitive to the combined effects of teachers‘ experience and school, where five of the eight items in the subscale showed significant differences at the 95 degree of confidence. The se five items were related to teachers‘ efficacy for preparing lesson plans with F 1, 86 = 6.81, p = 0.01, teachers‘ efficacy for contextualizing teaching with F 1,86 = 7.08, p = 0.01, teachers‘ efficacy for developing materials with F 1,86 = 4.3, p = 0.04, teachers‘ efficacy for presenting a model in learning with F 1,86 = 4.23, p = 0.04, and teachers‘ efficacy for using authentic assessment with F 1,86 = 7.8, p = 0.01.4.3.2.3 Interaction effects of age groups and teacher status on teachers’ efficacy beliefs
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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