• Title, Summary, Keyword: Teacher Efficacy

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Review of Researches in Concept, Measurement, Effect, and Influence Factor of Teacher Efficacy (교사효능감의 개념, 측정, 효과, 영향요인에 대한 연구동향)

  • JU, Dong-Beom
    • Journal of Fisheries and Marine Sciences Education
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    • v.21 no.4
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    • pp.489-498
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    • 2009
  • The purpose of the study is to review research in concept, measurement, effect, and influence factor of teacher efficacy. Through the review of previous research, the study shows that the concept of teacher efficacy is likely to be situation-specific rather than teacher characteristic. And the study represents that the measurement of teacher efficacy is related to the development of measurement instrument and the extraction of construct. The effect of teacher efficacy concerns the relationship between teacher efficacy and the student's academic achievement and affective traits such as motivation, interests, and attitude, and the relationship between teacher efficacy and teacher. And the influence factor of teacher efficacy concerns the influence of job environment related to teacher. The four things mentioned above are discussed in detail based on the previous research.

Types of Teacher Efficacy among Secondary School Home Economics Teachers (중등학교 가정과교사의 교사 효능감 유형에 대한 연구)

  • Kim, Yu-Jeong;Shin, Sang-Ok
    • Journal of the Korean Home Economics Association
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    • v.44 no.5
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    • pp.99-107
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    • 2006
  • The purposes of this study are to identify the types of teacher efficacy, to present a theoretical base for teacher efficacy among Home Economics teachers and subsequently, to improve the quality in the practices of home economics education. To achieve these purposes, 263 secondary school home economics teachers were surveyed by the prime investigator. The three research questions of this study were: 1. What are the individual characteristics, the environmental characteristics and the trends of teacher efficacy among secondary school home economics teachers? 2. What is the factor in teacher efficacy among secondary school home economics teachers? 3. What are the types of teacher efficacy among secondary school home economics teachers? For these research questions, factor analysis and cluster analysis were conducted. The factor analysis on teacher efficacy with a survey of secondary school home economics teachers produced 5 factors of efficacy: classroom management, needs assistance, instructional strategies, environmental assistance and teaming assistance. The teacher efficacy had a mean of 3.58 and the home economics teachers showed a slightly higher level in teacher efficacy. Of the 5 efficacy factors, classroom management showed the highest level (M=3.89), followed by learning assistance (M=3.81), instrumental strategies (M=3.57), environmental assistance (M=3.42) and needs assistance (M=3.19). Overall, the teachers had positive feeling in teacher efficacy. Three types of teachers were found in the types of teacher efficacy: the supreme, the average and the efforts-needy. Those types were identified based on the mean scores of the five sub-domains from the factor analysis. To enhance the teacher efficacy, the needs assessments for the students and behavioral adjustment issues should be reflected in the curriculum of teacher education and workshops. The primary investigator suggested that continuous and long-term plans for teacher education need to be developed because short-term plans may not be effective in changing attitudes such as teacher efficacy.

The Development of Mathematics Teaching Efficacy Instrument (수학 교수 효능감 측정 도구 개발 연구)

  • Kang, Moonbong;Kim, Jeongha
    • Journal of Elementary Mathematics Education in Korea
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    • v.18 no.3
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    • pp.519-537
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    • 2014
  • Teacher efficacy influences teacher's own behaviors in class and students outcomes such as achievement, motivation and their own self-efficacy. In recent years, self efficacy and teacher efficacy are becoming more popular in many educational aspects. Teacher efficacy depends on him/her and each tasks and goals. Therefore, we need special instrument for measuring mathematics teacher efficacy. On this study, we derived educationally meaningful factors on mathematics teacher efficacy from previous literature. We developed Mathematics Teaching Efficacy Instrument(MTEI) consisted of 30 items with 6-point Likert scale. The six factors are as follows; mathematics teaching efficacy expectancy, mathematics teaching outcome expectancy, mathematics teaching content knowledge, teacher belief on their own students, the past mathematics learning experience for teacher own, influence from social-cultural environment.

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Relationships Between Kindergarten Teachers' Achievement Orientation and Teacher Efficacy (유아교사의 성취목표성향과 교사효능감의 관계연구)

  • Moon, Taihyong
    • Korean Journal of Child Studies
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    • v.26 no.4
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    • pp.21-33
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    • 2005
  • Two hundred ten kindergarten teachers participated in this investigation of the relationship between kindergarten teacher's achievement orientation and teacher efficacy. Instruments were the Teacher Efficacy Scale(Lee, 2002) and the Goal Orientation Scale(Lee, 2002). Data analyzed by ANOVA and hierarchical multiple regression analyses revealed that more highly educated and older teachers were more highly oriented toward mastery goals. Teacher high in mastery and in performance orientation exhibited higher efficacy while low mastery oriented teachers were low in efficacy. The influence of performance goal orientation significantly explained the variance in teacher efficacy. The incremental explanation on teacher efficacy by achievement goal orientation after controlling for demographic variables was statistically significant.

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Influencing Factors of Knowledge Related to Disease, Job Stress and Self-Esteem on Teacher Efficacy for Childcare Teacher (보육교사의 질병관련 지식, 직무 스트레스, 자아존중감이 교사효능감에 미치는 영향)

  • Chang, Koung-Oh
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.16 no.12
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    • pp.8325-8335
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    • 2015
  • This study is to explore degree of childcare teacher's teacher efficacy and the factors influencing of knowledge related to disease, self-esteem and job stress on teacher efficacy of those surveyed. A descriptive study was conducted with a survey of 257 childcare teacher in G city. The data were analyzed with t-test, ANOVA, Pearson's correlation coefficients and Hierarchial multiple regression using SPSS WIN/21.0 program. The mean score of the was teacher efficacy $78.70{\pm}8.28$. The teacher efficacy was had a positive correlation with self-esteem (r=.493 p<.001) and a negative correlation with job stress(r=-.247, p<.001). But the teacher efficacy was had a not correlation with knowledge related to disease. (r=.046, p=.257) The result of the hierarchial regression indicated that self-esteem, job stress and position explained 30.0% of variance in teacher efficacy. The result suggest that it is necessary to interventional strategies to promote teacher efficacy for childcare teacher in childcare centers to improve teacher efficacy.

The Effect of Teacher's Teaching-Efficacy and Classroom Environment on Peer-Play Interaction: Mediation Effect of Teacher-Child Interaction (유아교육기관 교사의 교수효능감과 교실환경이 유아의 또래놀이 상호작용에 미치는 영향: 교사-유아 상호작용의 매개효과)

  • Seo, Seok-weon;Park, Ji-sun
    • Family and Environment Research
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    • v.54 no.3
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    • pp.293-305
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    • 2016
  • This study examines the mediation effect of teacher-child interactions in the process of the impact of teacher's teaching-efficacy on childhood education institutions and classroom environment on peer-play interactions. We used data from 970 children aged between 49 and 55 months and 970 homeroom teachers from the fifth Korean Child Panel (2012) of the Korea Institute of Child Care and Education. The model fitness was excellent after data were statistically analyzed with model of structure to testify the relationship and effect among teaching efficacy, classroom environment, teacher-child interactions, and peer-play interactions. First, the analysis also showed that the teacher's teaching efficacy did not influence peer-play interactions directly, but gave an indirect effect on the peer-play interactions with the mediation of the teacher-child interactions. Second, the classroom environment directly and indirectly influenced the peer-play interactions with the mediation of the teacher-child interactions. Third, the variable of teacher-child interactions was fully effective as a mediating variable in the process of the teaching efficacy and classroom environment influence on teacher-child interactions. Teaching efficacy and classroom environment influenced the peer-play interactions through the mediation of the teacher-child interactions. The significance of mediation effect of the teacher-child interactions was verified through a bootstrapping method.

The Effect of Parent-Teacher Relationships on Mothers' Parenting Efficacy (부모-교사 관계가 영아기 자녀를 둔 어머니의 양육효능감에 미치는 영향)

  • Yoo, Jooyun
    • Korean Journal of Childcare and Education
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    • v.14 no.4
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    • pp.25-41
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    • 2018
  • Objective: The purpose of this study was to examine the effects of parent-teacher relationships on mothers' parenting efficacy especially for toddlers. Methods: 225 mothers of toddlers completed questionnaires on parent-teacher relationships and parenting efficacy. This study used technical statistics, Pearson's correlation analysis, and multiple regression analysis in order to analyze the collected data. Results: First, there was a significant correlation between parent-teacher relationships and mothers' parenting efficacy. Second, the parent-teacher relationships was an important factor in predicting mothers' parenting efficacy. In particular, when a teacher and mother develop practical collaboration for caring for and educating a child, the mothers' parenting efficacy was higher. Conclusion/Implications: These findings indicate that the parent-teacher relationship is a significant factor in order to improve the quality of parenting. The results especially support the importance of collaboration between teachers and parents and suggest that we need to find practical ways for collaborating in the field. Limitations of this study and implications for future research were discussed.

Structural Relationships among Principals and Fellow Teacher's Emotional Support, Child Care Teacher's Active Motivation for Choosing the Teaching Profession, Self-Leadership, and Child Care Efficacy and Commitment (보육교사의 보육헌신에 대한 원장과 동료의 정서적지지, 능동적 교직선택동기, 셀프리더십 및 보육효능감 간의 구조적 관계)

  • Seo, Mi Jung;Lee, Kyung Nim
    • Korean Journal of Childcare and Education
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    • v.14 no.1
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    • pp.167-186
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    • 2018
  • Objective: The purpose of this study was to explore the structural analysis of the relationships among principals and fellow teacher's emotional support, teacher's active motivation for choosing the teaching profession, self-leadership, and child care efficacy and commitment. Methods: Data were collected from 465 child care teachers and analyzed by means of structural equational modeling(SEM). Results: First, principals and fellow teacher' emotional support was found to have a direct effect on teacher's child care commitment, as well as an indirect effect through teacher's self-leadership. Second, teacher's active motivation for choosing the teaching profession was found to have a direct effect on teacher's child care commitment, as well as an indirect effect through self-leadership and child care efficacy. Third, teacher's self-leadership was found to have a direct effect on teacher's child care commitment, as well as an indirect effect through child care efficacy. Fourth, teacher's child care efficacy was to found have a direct effect on teacher's child care commitment. Conclusion: These results suggest the need for a great deal of utility to improve teacher's child care commitment.

The Effect of Preschool Teachers Creativity on Creativity-fostering Teaching: Focusing on Mediating Effect of Teaching Efficacy (유아교사의 창의성이 창의적 교수 행동에 미치는 영향: 교수효능감의 매개효과를 중심으로)

  • Kim, KyoungEun
    • Korean Journal of Childcare and Education
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    • v.16 no.2
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    • pp.47-65
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    • 2020
  • Objective: This study investigated the relationship between preschool teachers' creativity, teaching efficacy, and creativity-fostering teaching and examined the mediating effect of teaching efficacy. Methods: A total of 202 preschool teachers participated in this study. The Creative Behavior Inventory (CBI), Teaching Efficacy Scale, and the Creativity-Fostering Teacher Behavior Index (CFTI) were used for the survey. A hypothesized model and alternative model were tested using structural equation modeling. Collected data were analyzed using 18.0 PSAW and AMOS. Results: The results showed that preschool teachers' creativity was positively associated with their teaching efficacy and creativity fostering teaching. Preschool teacher's teaching efficacy positively related to their creativity fostering teaching. Preschool teachers' creativity had a significant positive direct effect on creativity-fostering teaching and also an indirect effect on creativity-fostering teaching via teaching efficacy. Conclusion/Implications: Implications to foster creativity in preschool and kindergarten are discussed, highlighting the necessity for teacher education to promote teaching efficacy as well as teacher's creativity and creativity-related activities.

Elementary School Students' Achievement Goal Orientation, Teacher Efficacy, and Teachers' Approaches to Instruction (초등학생의 성취목적, 교사효능감 및 교수전략 간의 관계)

  • Yoo, Jihyun;Lee, You Joung;Ahn, Doehee
    • Korean Journal of Child Studies
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    • v.29 no.3
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    • pp.239-252
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    • 2008
  • This study was to explore the causal relationship among teacher efficacy, teachers' approaches to instruction, and students' achievement goal orientation. Among the 278 6th grade students (average age: 12 years) who completed a self-report questionnaire during the second term, 230 (102 boys, 128 girls) returned the completed questionnaire (overall response rate : 82.7%). Measures of teacher efficacy, teachers' approaches to instruction, and students' achievement goal orientation were based on students' perceptions. Structural equation modeling tested relationships among the variables. Findings were that teacher efficacy influenced both students' achievement goal orientation and teachers' approaches to instruction. Teacher efficacy positively influenced teachers' mastery approach to instruction and students' mastery and performance approach goal orientations, whereas teacher efficacy negatively influenced teachers' performance approach to instruction.

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