Session Information
32 SES 05.5 PS, General Poster Session
General Poster Session
Contribution
The study investigated the relationships among the perception of teachers’ self-efficacy, perceived social support, and their professional development. This study also explored the influence of teachers’ self-efficacy, and perceived social support on teacher professional development in elementary
school teachers. Moreover, this study analyzed the moderating impact
of perceived social support from schools, supervisors, colleagues, and family
on the relationships between the perception of teachers’ self-efficacy and teacher professional development.
Method
In this study, questionnaire survey was used to collect sample data. In the pretest administered in this study, a survey was conducted on public elementary school teachers in Taichung City. A total of 265 questionnaires were distributed, and 226 were returned. The reliability and validity of the questionnaire were tested. In the formal survey, the subjects were public elementary school teachers from across Taiwan. A total of 1155 questionnaires were distributed, and 1034 valid questionaires were returned. The data were analyzed using descriptive statistics, exploratory factor analysis, confirmatory factor analysis, analysis of variance, correlation analysis, and structural equation modeling to validate the research hypotheses.
Expected Outcomes
Based on the results, the following conclusions were derived: Elementary school teachers possess a middle-level perception of teachers’ self-efficacy, and perceived social support. Besides, elementary school teachers possess middle-high-level teacher professional development. As for the variance analysis of teachers’, self-efficacy, social support, and teacher professional development, the findings are as follows. The perception of teachers’ self-efficacy of teachers varies by school type. The teachers’ perception of perceived social support varies by gender, position in school, school type and school location. The perception of teacher professional development varies by administrative positions in schoosl. In addition, there is a significant positive correlation between the variables of teachers’self-efficacy, perceived social support, and teacher professional development. Both teachers’self-efficacy showed a positive direct effect on teacher professional development. Considering the mediating effect of self-efficacy, the perception of self-efficacy partially mediated the effect of teachers’ perceived social support and teacher professional development. The SEM constructed for teachers self-efficacy, and teacher professional development a goodnesss of fit. Furthermore, the social support from schools, supervisors, colleagues, and family moderated the relationship between the perception of teachers’ self-efficacy capacities and teacher professional development. Furthermore, there are many applications proposed to education authority, school principals, and teachers.
References
Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers? Self-efficacy beliefs: Development and use of the TEBS-Self. Teaching and Teacher Education, 24(3), 751-766. doi:10.1016/j.tate.2007.02.010 Tang, S. W., Siu, O. L., & Cheung, F. (2014). A study of work–family enrichment among Chinese employees: The mediating role between work support and job satisfaction. Applied Psychology, 63(1), 130-150. doi:10.1111/j.1464-0597.2012.00519.x Sachs, J. (2003). Teacher Professional Standards: Controlling or developing teaching? Teachers and Teaching: theory and practice, 9(2), 175-186. doi:10.1080/13540600309373
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