• 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.

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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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.

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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Moderating Effect of Childcare Teachers' Role Conflict on the Relationship Between Professionalism Perception and Teacher Efficacy: Focused on Teachers Having Children

  • Park, Mi Jung;Kim, Sang Lim
    • International Journal of Advanced Culture Technology
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    • v.7 no.1
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    • pp.58-63
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    • 2019
  • The purpose of the study was to examine the moderating effect of childcare teachers' role conflict on the relationship between their professionalism perception and teaching. The subjects were 365 childcare teachers who had children. They were asked to complete the survey on professionalism perception, role conflict in women, and teacher efficacy along with their background information. The collected data were analyzed using SPSS version 24.0 software. Descriptive, Pearson's correlation analyses, and a hierarchical regression analysis were conducted. As results, first, the childcare teachers with high professionalism perception showed high teacher efficacy, and the childcare teachers with high role conflict showed low teacher efficacy. Second, there was the moderating effect of role conflict on the relationship between professionalism perception and teacher efficacy.

The Relationship between Self-Concept and Teacher Efficacy of Nursing Teachers (보육교사의 자아개념과 교사효능감 간의 관계)

  • Hwang, Min-Hee;Lew, Kyoung-Hoon
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.18 no.7
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    • pp.316-324
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    • 2017
  • The purpose of this study is to identify the relationship between the self-concept of nursing teachers and teacher efficacy and to determine differences in the level of self-concept of nursing teachers. The research results were as follows. Firstly, the relationship between the self-concept of nursing teachers and teachers efficacy showed that there was a positive correlation between self-concept and general/individual teacher efficacy. Secondly, the observation results on the variations of the teacher efficacy depending on the level of the self-concept of nursing teachers noted the positive correlations and general-, individual teacher efficacy. Self-concept showed a higher correlation with individual teacher efficacy than general teacher efficacy. In summary, the research confirmed the definite correlation between the self-concept of teachers and teacher efficacy.

Comparison of Motivation of Choosing a Teaching Profession, Teacher Efficacy, and Satisfaction of Teaching Class by Motivation of Choosing a Teaching Profession Group among Pre-Health Education Teachers (예비 보건교사의 교직선택 동기, 교사효능감, 교직수업 만족도 연구: 교직선택 동기 그룹별 비교를 중심으로)

  • Kim, Bo Kyung;Joung, Sunei
    • The Journal of Korean Society for School & Community Health Education
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    • v.19 no.1
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    • pp.61-70
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    • 2018
  • Purpose: The purpose of this study was to analyze the motivation of choosing a teaching profession, teacher efficacy, and satisfaction of teaching class of pre-health education teachers and compare the teacher efficacy, and satisfaction of teaching class by motivation of choosing a teaching profession group. Methods: The participants were 54 pre-health education teachers studying the teaching curriculum in 1 college located in S city. The collected data was analyzed with descriptive statistics, cluster analysis, ANOVA and Kruskal-Wallis using SPSS/WIN 21.0 program. Results: The average motivation of choosing a teaching profession, teacher efficacy, satisfaction of teaching class were above medium. After cluster analysis, 3 distinct groups emerged: motivation of choosing a teaching profession high group, motivation of choosing a teaching profession middle group, motivation of choosing a teaching profession low group. And the results showed significant differences in teacher efficacy, satisfaction of teaching class according to motivation of choosing a teaching profession group. Conclusion: The findings indicate that motivation of choosing a teaching profession affect the teacher efficacy, satisfaction of teaching class. Therefore It is necessary to identify the variables that influence motivation of choosing a teaching profession.

A study on the Correlation between Key Competencies and Teacher Efficacy of Pre-service Industrial Teachers (예비 공업교사의 직업기초능력과 교사효능감과의 상관관계 연구)

  • Lee, Kyu-Nyo;Kim, So-Yeon;Park, Ki-Moon
    • 대한공업교육학회지
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    • v.36 no.2
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    • pp.181-199
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    • 2011
  • The purpose of this study is to determine the level of key competencies and teacher efficacy of pre-service industrial teachers as related to their personal backgrounds, and to analyze the correlation between personal variables, key competencies and teaching efficacy. This will be provided as basic resources for pre-service teacher training program to improve the understanding of key competencies and teaching efficacy of pre-service industrial teachers. The results of this study are as follows. First, the teacher efficacy of pre-service industrial teachers was found to be above average (M=3.0), and teaching efficacy (M=3.41) was found to be a bit higher than personal teacher efficacy (M=3.28). Upon analyzing the significant differences of teacher efficacy resulting from background variables, it was found that gender and major had no difference while the effect of school year on teaching efficacy of teacher efficacy showed statistically significant differences. Second, the lower regions of key competencies of pre-service industrial teachers all were above the average 3.0. Gender and school year were exhibited no significant difference, and only the global competence of key competencies showed significant difference. Third, it was found that the gender and major of pre-service industrial teachers had no correlation with teacher efficacy and key competencies. On the other hand, school year variable showed significant positive correlation with teacher efficacy (r=.274) and key competencies (r=.168). Lastly, it was found that key competencies and teacher efficacy had positive correlation of r=.475.

The Impact of Day-care Center Organizational Characteristics on Teacher Efficacy (어린이집 조직특성이 교사효능감에 미치는 영향 - 교사경력 5년을 기준으로 -)

  • Chung, Mi Ra;Kang, Su Kyung;Kim, Min Jeong;Yee, Bang Sil
    • Korean Journal of Childcare and Education
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    • v.11 no.1
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    • pp.173-190
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    • 2015
  • This study examined the effects of day-care center organizational characteristics on teacher efficacy. The participants of this study were 319 day-care center teachers who work in the Seoul-Gyeonggi area. The results of this study are as follows: First, day-care center teacher efficacy shows the difference depending on the teachers' career. Second, teachers' efficacy was influenced by day-care center organizational characteristics. In particular, it appeared that 'challenge' and 'distinction of role' affect teacher efficacy when the career of the teacher is less than 5 years. And it appeared that 'challenge', 'distinction of role' and 'retraining' affect teacher efficacy when the career of the teacher is more than 5 years. We discussed organizational characteristics for improving teacher efficacy and suggested the implication for retraining teachers and supervision to promote teacher efficacy based on the results.