Pedagogy: Educators’ Efficacy and Its Role on Instructional Management

GERLIE D. MARAAN, 2017

This descriptive-correlation study generally aimed to determine the extent of use classroom management practices, level of self-efficacy and teaching performance of 248 teachers in selected public elementary schools in Trece Martires City, Cavite gathered through the use of purposive sampling technique conducted during March 2017 to April 2017. This study specifically aimed to determine: 1.) the demographic profile of the participants in terms of age, sex, highest educational attainment, length of teaching experience and teaching position; 2.) the extent of use of classroom management practices of the participants in terms of: innovative instruction, pupil management, school record management, and learning environment; 3.) the level of self-efficacy of the participants in terms of: classroom management, instructional strategies, and student engagement; 4.) the teaching performance of the participants based on IPCRF result S.Y. 2016-2017; 5.) the significant difference on the extent of use of classroom management practices when grouped according to demographic profile; 6.) the significant difference on the level of self-efficacy when grouped according to demographic profile; 7.) the significant relationship between participants’ extent of use of classroom management practices and level of self-efficacy; 8.) the significant relationship between participants’ classroom management practices and teaching performance; and 9.) the significant relationship between participants’ level of self-efficacy and teaching performance. The significant difference and relationship between the dependent and independent variables were obtained using Mann Whitney Statistics, Kruskall Wallis Statistics, Spearman Rank Correlation Coefficient and Chi Square Computed respectively. Based on the findings, the participants’ obtained a frequently evident on extent of use of classroom management practices, very high level of self-efficacy in all categories and had a very satisfactory teaching performance. However, there is no significant difference between the extent of use of classroom management practices and same with level of self-efficacy when grouped according to demographic profile except the age. Meanwhile, the extent of use of classroom management practices and level of self-efficacy had a significant relationship. On the other hand, teaching performance of the participants revealed no significant relationship on the extent of use of classroom management practices, as well as in level of self-efficacy. With the result shown, it is suggested to develop experiential learning study and provide trainings/seminars to empower the classroom management practices performed by every teacher, as well as to increase the level of self-efficacy for a better teaching performance and for the betterment of the millennial learners. Keywords: classroom management practices, self-efficacy, teaching performance, K to 12 curriculum

Teacher efficacy, best explained in terms of student engagement, instructional strategies and classroom management, gives a great impact on student outcomes. The aim of the paper is to examine the underlying factors explaining teacher efficacy construct in the Malaysian context and thus validate the Teachers’ Sense of Efficacy Scale (TSES), developed by Tschannen-Moran & Woolfolk Hoy (2001). A sample of 125 teachers comprising a combination of regular primary, secondary and government sponsored boarding school teachers was administered a bilingual Teachers’ Sense of Efficacy Scale. The scale consisted of 24 items, equally divided into 8 items under each factor. The results of principal component analysis yielded five factors – three original ones and two additional subscales. However, the results did not support the notion that this efficacy measure has a stable factor structure. There are likely more factors than what have been recommended by Tschannen-Moran and Woolfolk Hoy (2001) before. This might due to the variation in the demographic characteristics of the sample. 62.89 % of the variation in the traits was explained by the five factors. It is concluded that the variability in factor solutions might due to different sample and context.

Journal of Studies in Education, 2015

In the education arena, teachers are the front line education workforce who educate the young people and bring positive impact to the new generation in a country. The roles of the teacher are pertinent in ensuring the success of students in pursuing their tertiary level from their common primary and secondary school education. With a high teacher efficacy level, a teacher is committed to teach more effectively and efficiently (Coladarci, 2010). Teacher's efficacy research has been widely conducted in various international education settings but it is still important to revisit the validity and reliability of teacher efficacy in Malaysia context. Confirmatory factor analysis (CFA) was used to assess the uni-dimensionality, validity, reliability and fitness of teacher efficacy model. The teacher efficacy items have Cronbach's alpha value greater than 0.70 for the reliability of three sub-constructs. The convergent and discriminant validity were also established as they fulfilled the criteria. Lastly, the teacher efficacy measurement model fulfilled the criteria for the goodness-of-fit in SEM and it is fit to embark to the structural modelling in SEM.

2022

The study investigates the relationship between teachers' performance and their self-efficacy, assessment of working conditions, and assessment of school-based management practices. The participants of the study are 1,053 public secondary teachers from the Division of Iligan City, Division of Lanao del Norte, and Division of Misamis Oriental, Region 10. The data are gathered through the use of a survey questionnaire. Results reveal that most of the teachers had a very satisfactory performance. They have moderate self-efficacy and have favorable working conditions and are mostly involved in the different School-Based Management (SBM) dimensions. Moreover, teachers' performance exhibits a significant bearing on time, facilities and resources, community support and involvement, managing student conduct, teacher leadership, professional development, instructional practice and support, school leadership, internal stakeholders, external stakeholders, resource management, and school performance accountability. However, of all variables, only the time best predicts the performance of the teachers. Finally, the performance of teachers is best anchored on the working conditions and the school-based management practices.

2021

In the educational sector, there are unpredicted circumstances that may affect teacher's teaching performance. Undeniably, this is one of the serious and central concerns that needs to be addressed and determine the root of this dilemma and recognize its solutions. Thus, a study was conducted to determine the influence of self-efficacy, school-based management and school climate on teaching performance among teachers in Davao Oriental. The study was utilized descriptive correlational design. There were 60 teachers who had participated in this undertaking. The researcher has selected these participants using purposive sampling technique. To gather the data, researcher used sets of survey questionnaireas instrumentsfrom the respondents. The researcher used Meanto identify the levels of self-efficacy, school-based management, school climate and teaching performance of teachers. The researcher of this study was also used Pearson product moment correlationto investigate the relationship between variables. Partly, Multiple regression analysis was used to analyze the influence of self-efficacy, school-based management and school climate on teaching performance among teachers. The results revealed that the levels of self-efficacy and school climate is high, while the extent of schoolbased management is moderate. Moreover, the self-efficacy and school climate were found to have significant positive relationship with teaching performance. Furthermore, both the self-efficacy and school climate significantly influence the teaching performance of teachers in Davao Oriental.

Academic Journal of Interdisciplinary Studies

This study is aimed to identify the influence of instructional leadership, principal’s efficacy, teachers’ efficacy and school climate on the academic achievement of national secondary school students in the Sri Aman Division, Sarawak. The respondents of the study consisted of 186 teachers in 7 National Secondary Schools (NSS) in Sri Aman, Sarawak. This study used a quantitative method that is a cross-sectional approach for data collection purposes. Respondents responded using a questionnaire. The SmartPLS 3.0 path modelling software of the route model was used for PLS-SEM analysis. The results of the PLS-SEM analysis found that the instructional leadership of principals, efficacy of principals, efficacy of teachers and school climate have significant relationships with students' academic achievement in the 7 National Secondary Schools (NSS) in Sri Aman, Sarawak. This proves that these four variables have a strong influence on students' academic achievement and are predictor...

İlköğretim Online, 2020

This study was conducted with two purposes: firstly, to investigate the relationship between instructional leadership and teacher efficacy as perceived by teachers in Indonesian private elementary schools and, secondly, to examine which instructional practices affect teacher efficacy. It employed a quantitative survey design by incorporating Instructional leadership scale, teacher efficacy on group skill scale, and teacher self-efficacy scale for data collection. The sample included 339 teachers from 20 private elementary schools in ten provinces in Indonesia. Descriptive, correlation, and structural equation modeling (SEM) analyses were used to analyze the data. Findings showed that instructional leadership practices, as perceived by teachers, were positively related to teacher self-efficacy as well as teacher efficacy on group skills. Moreover, in the Indonesian private school context, instructional leadership practices, especially on the component of encouraging school climate, tended to be more influential on teacher efficacy group skills, while the components of establishing goals and ensuring the teaching and learning process determined teacher self-efficacy.

Journal of human psychology, 2018

In the third world school dropout rates are the highest, which is largely attributable to a dearth of efficacious teachers. The present research is an analysis of the teacher efficacy based on the teaching milieu. The Ohio State Teacher Efficacy Scale was used for data collection. Probability sampling design was used to select 171 secondary school teachers. As per the results, subject specialization affects teacher efficacy the most whereas, institution type influences teacher efficacy the least. The less experienced teachers have a greater self-efficacy than the experienced teachers, teachers teaching uncrowded classes are more efficacious than those teaching crowded classes.

The purpose of this study is to investigate teaching efficacy among a group of college studentteachers. Data were collected using a 12-item questionnaire with a sample size of 442 student-teachers. Descriptive statistics were used to describe the degree of teaching efficacy, while differences among relevant groups were analyzed using an independent sample t-test and ANOVA. The use of bivariate correlations enables the study to explore the relationship between teaching efficacy, cumulative grade point average (CGPA) and teaching practice grades. Findings indicate that the majority of respondents have a high level of teaching efficacy. Most student-teachers are efficacious in instructional strategies followed by in student engagement and classroom management. Student-teachers who enter through diploma qualification have shown significantly higher teaching efficacy compared to matriculation or STPM holders. The study reports no significant gender difference in teaching efficacy. Contrary to popular belief, CGPA, not teaching efficacy, is significantly correlated with teaching practice grades. Several implications, as well as suggestions for future research, are also discussed.

Jurnal As-Salam, 2022

Researchers have explored instructional leadership's correlation with teacher efficacy in developed countries, yet there is no research to broadly study in developing country contexts, especially in the public schools of Cambodia. Hence, the research objective is to find a significant correlation between the instructional leader and the efficacy of Cambodian public lower secondary school teachers. The researcher uses a quantitative method to collect data through a survey questionnaire. Also, the researcher uses the Pearson Correlation coefficient, a tool in SPSS version 23, to find the correlation between the instructional leader and teacher efficacy. There were 100 participants who were public lower secondary school teachers who participated in the data collection process. The key finding points out that the instructional leader has a high positive correlation with teacher efficacy, which is statistically significant. Thus, the instructional leader certainly correlates with efficacy among Cambodian public lower secondary school teachers. The result is significant for instructional leaders and relevant stakeholders in improving teachers' efficacy to fulfill their tasks better than before. Besides, future studies should focus on similar topics with different theories and a larger sample size at other institutions across the country. Finally, future studies should also emphasize qualitative and mixed-method designs. Keywords: Instructional Leadership, Lower Secondary School Teacher, Teacher Efficacy

International Journal of Progressive Education, 2020

The aim of this study is to analyse the effects of principals’ instructional leadership on the teachers' perceptions of their self-efficacy. Mixed method, in which quantitative and qualitative techniques are employed together, was used in order to analyse the data obtained. The sample for quantitative analysis included 435 teachers working in schools in Şahinbey Province and study group for qualitative analysis included 24 teachers working in these schools. For the quantitative data, regression and correlation analysis were done; for the quantitative data, descriptive and content analysis were done. Data were obtained using Instructional Leadership Behaviours Scale (Hallinger, 2011) and Teachers' Self-Efficacy Perception Scale (Tschannen-Moran ve Woolfolk Hoy, 2001). According to the result of the study, there is a significant medium level relationship between principals’ instructional behaviours and teachers' self-efficacy. In addition, instructional leadership behaviours displayed by principals contribute positively to teachers' motivation and task focality, the development of learners' ability to learn, and the self-evaluation skills of the teachers about themselves and students.

2016

Procedia - Social and Behavioral Sciences, 2014

In this study, it is aimed to evaluate the relationship among student teachers' self-efficacy perceptions, self-efficacy perceptions regarding teaching process and responsibility perception for student achievement. This study was prepared by screening model. To collect the data, teacher sense of efficacy scale, self-efficacy perceptions regarding teaching process and responsibility perception for student achievement were used. The Cronbach's Alpha coefficients were found as .920, .957 and .755 respectively. In addition to descriptive statistics, independent samples t-test and Pearson correlation coefficient were used to analyze the data. The study indicated that gender of student teachers has an effect on self-efficacy perceptions, self-efficacy perceptions regarding teaching process and responsibility achievement for student achievement. On the other hand, there are positive, medium and high level relationships among student teachers' self-efficacy perceptions, self-efficacy perceptions regarding teaching process and responsibility perception for student achievement.

Psychology and Education: A Multidisciplinary Journal , 2023

Self-Efficacy, Self-Management and Performance are factors that contribute a lot to the teaching and learning process. The way teachers' believe in their one's capabilities and how they manage themselves will impact their personal and professional skills. Their performance will bring out the full potential of their students. The main objective of this study was to determine the level of Self-Efficacy in terms of Home-Related Task and School-Related Task, Self-Management in terms of Priority Setting, Self-Care and Role Clarity and Performance of teachers in the new normal in terms of 5 Key Results Area (KRA). The descriptive correlational type of research, specifically the survey technique using quantitative method was used in the study. Further, this descriptive study was conducted to determine the level of self-efficacy, the level of self-management and performance of the teachers in the New Normal in the District of Maayon for the School year 2021-2022. This study involved 32 elementary school taken as population and 160 randomly selected Elementary Teachers in the District of Maayon. A researcher-modified from Damianus Abun (2021) survey questionnaire was made in gathering data.

Journal of Educational Sciences, 2016

This study aimed at investigating the perceived teaching efficacy of student- teachers in Childhood Education Program at the University of Jordan. The sample of the study consisted of (106) female student- teachers registered in the second semester (2013-2014). The Teacher Efficacy Scale (TES) developed by Gibson and Dembo (1984) was used to collect the data of this study. After it was translated in to Arabic, the validity and reliability of the scale were established prior to collecting data. Means and standard deviations were calculated to measure the level of perceived teaching efficacy of student- teachers. Person correlation coefficient was also computed to measure correlation between teaching efficacy and academic achievement, t test, in addition to "Chi square" (χ2). Results showed that student teachers had high level of teaching efficacy. Results also revealed a positive correlation between teaching efficacy and academic achievement of student- teachers. The resear...