Session Information
Session 4B, Network 10 papers
Papers
Time:
2002-09-12
13:00-14:30
Room:
Faculty of Psychology and Educational Sciences Room 8
Chair:
Contribution
Relation With Some Variables Research has shown important relationships between teachers' efficacy beliefs and their effectiveness in several dimensions, such as student achievement (Allinder, 1995; Anderson, Greene, & Loewen, 1988; Ashton & Webb, 1986; Gibson & Dembo, 1984; Rich, Lev, & Fischer, 1996; Ross, 1992, 1995), Teachers' classroom behavior (Saklofske, Michayluk, & Randhawa, 1988), motivation to reach (Ashton & Webb, 1986), students' self- management strategies (Saklifske, Michayluk, & Randhawa, 1988; Woolfolk, Rosoff, & Hoy, 1990), These findings support Bandura's (1997) view that teacher efficacy beliefs are strong predictors of teachers' motivation and behavior, which also can contribute to students learning experiences. Results from the studies in Korea, Sweden, and Sri Lanka tend to confirm the general finding that, when teachers gain experience, their sense of personal efficacy becomes more salient (Soodak, & Podell, 1996), Thus, the growth of knowledge during teacher education programs may lead to strengthening and crystallizing preservice teachers' efficacy beliefs. Researchers have found few consistent relationships between the characteristics of teachers and the behavior or learning of students (Dunkin & Biddle, 1974). Teachers' sense of efficacy, that is, 'their belief in their ability to have a positive effect on student learning' (Ashton, 1985, p142) is an exception to this general rule. Teacher efficacy is related to such significant variables as student achievement (Armor et al., 1976), student motivation (Midgley, Feldlaufer, & Eccles, in press-a), teachers' adoption of innovation ( Berman, McLaughlin, Bass, Pauly, & Zellman, 1977;Guskey, 1988; Smylie, 1988). Efficacy is described both as a personality trait (Barfield & Burlingame, 1974) and as a state-a response to particular situation (Ashton & webb, 1986). The notion of a developmental model of teacher efficacy is consistent with the assertion that performance is a particularly important source of efficacy information (Bandura, 1977; Denham & Michael, 1981). However, while it may be reasonable to assume that teacher efficacy is likely to change over time, predicting the nature of such change is made more complex by a number of factors. First, teacher efficacy has been defined by Ashton and Webb (1986) and Gibson and Dembo (1984) comprising two independent dimensions: teachers' beliefs in their own ability to bring about change in their students, or personal efficacy (PE), and beliefs concerning the extent to which teaching can overcome external influences on the student, or teaching efficacy (TE). Research suggests that these two dimensions may differentially relate to preservice and practicing teachers' beliefs about control, management, and motivation (Woolfolk & Hoy, 1990; Woolfolk, Rosoff, & Hoy, 1990). A review of the pattern of effects found in several studies revwals that PE consistently relates to important teacher behaviors such as lesson presenting, classroom management behaviors, and referral of students to special education, while the relation of TE is inconsistent (Podell & Soodak, 1993; Saklofske, Michayluk, & Randhawa, 1988). This pattern suggests that teachers' beliefs about the effectiveness of teachers in general may have little influence on their decision making; whereas, teachers' perceptions of their own effectiveness is pertinent. Purpose of the study (The main question): The main question of this study is to investigate the efficacy of the Teacher? Hypotheses of the study: 1. There are no significant differences in the efficacy of the Teacher attributed to age (less than 30 years- from 31 to 50 years- more than 50 years). 2. There are no significant differences in the efficacy of the Teacher attributed to sex (male- female). 3. There are no significant differences in the efficacy of the Teacher attributed to maritual status (single- marred- other). 4. There are no significant differences in the efficacy of the Teacher attributed to specialization (science- literary). 5. There are no significant differences in the efficacy of the Teacher attributed to qualifications (educational- non educational). 6. There are no significant differences in the efficacy of the Teacher attributed to experience (less than 4 years- from 4 to 8 years- more than 8 years). Aim of the study: 1. To know the efficacy of the Teacher attributed to age (less than 30 years- from 31to 50 years- more than 50 years). 2. To know the efficacy of the Teacher attributed to sex (male- female). 3. To know the efficacy of the Teacher attributed to material status (single- marred- other). 4. To know the efficacy of the Teacher attributed to specialist (science- art). 5. To know the efficacy of the Teacher attributed to qualifications (educational- non educational). 6. To know the efficacy of the Teacher attributed to experience (less than 4 years- from 4 to 8 years- more than 8 years). Importance: The researcher believes that this study is of great importance and he is interested in knowing the efficacy of the teachers as perceived by the Palestinian secondary school teachers. This will help in getting feedback about their efficacy in order to help us in improving their performance. Limitation: This study is limited to only those teachers living in Gaza strip, Palestine. Subjects : The subjects of this study will be about 160 secondary school (male and female) Palestinian teachers (from a total sample of 500). Measurement: Measurement device will be a questionnaire to assess teacher efficacy. Teacher efficacy scale for (Gibson and Dembo, 1984) will be used. This scale consists of about 16 items, using Likert scale. References: Allinder, R.M. (1995). An examination of the relationship between teacher efficacy and curriculum-based measurement and student achievement. Remedial and Special Education, 16(4), 247254. Ashton, P., & Webb, R. (1986). Making a difference: Teachers' sense of efficacy and student achievement, New York: Longman. Bandura, A, (1977). Self- efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. Gibson, S., & Dembo, M.H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.
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