Interaction effects of teaching experience and school on teachers’ efficacy beliefs

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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