self-efficacy

  • Investigation into the Participation Activity Rate of Foreign Languages Teachers in Specially Focused Network Pedagogical Communities

    Author: Oleksandr Malykhin
    Institution: National University of Life and Environmental Sciences of Ukraine
    Author: Nataliia Aristova
    Institution: National University of Life and Environmental Sciences of Ukraine
    Year of publication: 2018
    Source: Show
    Pages: 227-238
    DOI Address: https://doi.org/10.15804/tner.2018.53.3.19
    PDF: tner/201803/tner5319.pdf

    The authors present the results of research carried out in the 2017/2018 academic year among foreign languages teachers at eight higher education institutions. The aim of the study was to find out the connection between the participation activity rate of foreign languages teachers in specially focused network pedagogical communities and the level of professional self-realization through their self-efficacy. We used methods of mathematical statistics, computer data processing and discursive reflextion for drawing logical conclusions from experimental data. 267 foreign languages teachers from Ukrainian universities participated in the first stage of research. During the second stage, 108 selected foreign languages teachers completed a questionnaire for collecting data and evaluating the level of their self-efficacy. Results indicate a significant difference in the professional self-realization levels among the members and non-members of specially focused network communities and confirm the suggested hypothesis.

  • Increasing Pre-service Kindergarten Teachers’ Mathematics Teaching Efficacy through Lesson Study

    Author: Aleksandra Mihajlović
    Institution: University of Kragujevac
    Year of publication: 2019
    Source: Show
    Pages: 89-99
    DOI Address: https://doi.org/10.15804/tner.2019.55.1.07
    PDF: tner/201901/tner5507.pdf

    The study aimed to investigate the effects of Lesson Study on the self-efficacy beliefs of pre-service kindergarten teachers. A quasi-experimental design with two parallel groups was used. The sample consisted of 49 students divided into a control group (27) and an experimental group (22). The pre-service kindergarten teachers in the experimental group followed an adjusted Lesson Study design, while the control group followed the traditional way of pre-service teaching practice. Findings indicate that there was no significant difference in teacher self-efficacy total scores between the groups, but there was a significant difference in the self-reported competence to effectively teach mathematics lessons and ability to get and keep pupils motivated.

  • The Self-efficacy of Physical Education Teachers and Burnout in the Teaching Profession

    Author: Krzysztof Sas-Nowosielski
    Institution: The Jerzy Kukuczka Academy of Physical Education
    Author: Agnieszka Kowalczyk
    Institution: Jan Dlugosz University in Czestochowa
    Year of publication: 2019
    Source: Show
    Pages: 179-188
    DOI Address: https://doi.org/10.15804/tner.19.58.4.14
    PDF: tner/201904/tner5814.pdf

    Teachers, including physical education (PE) teachers, are at risk of burning out in their work. The consequences of this syndrome have a negative impact on the teacher themselves and on their students. Therefore it is very important to identify factors that may prevent its occurrence. Self-efficacy is considered one such factor. The aim of the study was to determine if self-efficacy specific to PE teachers is related to their burnout. The study was conducted using a survey method, with the use of the Physical Education Teaching Efficacy Scale [PETES] and the Maslach Burnout Inventory. A total of 401 PE teachers were surveyed. PE teachers turned out to be rather moderately burnt out, except for one dimension - a reduced sense of personal accomplishments - which in almost the whole sample reached high values. Regression analyses conducted for all three dimensions of burnout were significant, explaining from 4% up to 10% of the variance. The dimension of accomplishments was positively predicted by two kinds of self-efficacy: applying scientific knowledge in teaching PE, and teaching students with special needs. Emotional exhaustion was significantly and negatively predicted by assessment efficacy, and using technology efficacy, and positively by accommodating skill level differences of efficacy. Finally, depersonalization was negatively predicted by instructional efficacy.

  • Teacher’s Expertise in the Context of Didactic Paradigms’ Multifariousness

    Author: Jolanta Gałecka
    Institution: University of Gdańsk, Poland
    ORCID: https://orcid.org/0000-0003-1525-8912
    Year of publication: 2020
    Source: Show
    Pages: 80-93
    DOI Address: https://doi.org/10.15804/kie.2020.04.05
    PDF: kie/130/kie13005.pdf

    Many professions have some identified features or performance rules that are considered characteristic of an expert. However the standards and expectations regarding teachers’ work might not have been clear to the majority of the teachers. The attributes that are demanded or expected from teachers are very diversified and span many fields of expertise. One of the reasons behind it may be the co-existence of multiple paradigms in the social sciences. Those paradigms cannot be applied simultaneously since the disparities between them are often insurmountable. Yet they define the role of a teacher and hence are crucial to the assertion of expertise in teaching. Therefore I come to the conclusion that understanding paradigms and their consequences for the role of a teacher may provide the necessary criteria of performance and a path to becoming an expert teacher. Without the knowledge and understanding of the basic concepts and the meaning of what it is that the teacher is trying to achieve through their performance, the teacher will not be able to work deliberately on their development or to critically reflect on it.

  • Optimization of University Department Management: The Increase of Foreign Language Teachers’ Self-Efficacy by Preventing Job Burnout

    Author: Oleh M. Topuzov
    Institution: National Academy of Educational Sciences of Ukraine
    Author: Oleksandr V. Malykhin
    Institution: National Academy of Educational Sciences of Ukraine
    Author: Nataliia O. Aristova
    Institution: National University of Life and Environmental Sciences of Ukraine
    Author: Anzhelika V. Shamne
    Institution: National University of Life and Environmental Sciences of Ukraine
    Year of publication: 2020
    Source: Show
    Pages: 59-71
    DOI Address: https://doi.org/10.15804/tner.20.59.1.05
    PDF: tner/202001/tner5905.pdf

    The paper aims to present theoretical and empirical research on investigating the optimization of university department management by preventing job burnout in university teaching staffwhich resulted in increasing their self-efficacy. The research sample was selected with the use of a non-random sampling technique. All foreign languages teachers invited agreed to take part in the study. To collect the empirical data from 205 foreign languages teachers a mixed methods approach was applied. The quantitative data were collected using the questionnaire on general self-efficacy created by R. Schwarzer and M. Jerusalem (1995) and the Maslach Burnout Inventory (1996). The qualitative methods included observations and interviews. The obtained data were then analysed by means of Statistical Package for the Social Sciences (SPSS software).The authors theoretically substantiated and practically demonstrated the efficiency of the proposed programme aimed at optimizing university department management by preventing job burnout in foreign language teachers.

  • Does School Experience Kill Confidence? Chosen Aspects of Students’ Feelings and Beliefs about Themselves over a Number of Years of Education

    Author: Karolina Glinka
    Institution: University of Silesia in Katowice
    Year of publication: 2020
    Source: Show
    Pages: 138-146
    DOI Address: https://doi.org/10.15804/tner.20.59.1.11
    PDF: tner/202001/tner5911.pdf

    Stress and anxiety experienced at school is negatively correlated with school achievements and mental health. Experiencing stress and anxiety is common for young people of school age from all over the world. Previous experiences have significant influence on children’s self-efficacy and their self-confidence. Students’ school experiences are the main subject of this text. This article presents results of longitudinal studies among children from primary school. In 2016 a questionnaire was distributed among children in 2ⁿd and 3rd grade (N=82). In 2019 the same survey was conducted among the same children in 4t and 5t grade (N=82). Aft er several years of education students declare higher levels of stress and anxiety and lower levels of self-confidence and beliefs in their abilities in situations when they are evaluated at the board. Results of the research disclose a disquieting tendency in school experience.

  • Emotional Costs, Self-effi cacy and Coping Strategies among Unemployed Individuals during Professional Internship

    Author: Katarzyna Ślebarska
    Institution: University of Silesia
    Year of publication: 2014
    Source: Show
    Pages: 251-264
    DOI Address: https://doi.org/10.15804/tner.14.35.1.20
    PDF: tner/201401/tner3520.pdf

    The study investigates the emotional costs experienced in the new workplace and general self-efficacy (GSE) as predictors of coping during the first period of reemployment. The study was conducted among 69 unemployed during professional internship. Questionnaires battery was administered in two waves (T1 and T2) within the first two weeks of this kind of reemployment and after 3 months. 35 respondents participated in T2. The results showed GSE and emotional costs as predictors of coping strategies using in the work re-entry phase. Further regression analysis showed a significant relationship between problem solving (T1) and GSE, and emotional costs (T2).

  • The Role of Spirituality and Belief in Free Will in the Perception of Self-efficacy Among Young Adults

    Author: Edyta Charzyńska
    Institution: University of Silesia
    Author: Ewa Wysocka
    Institution: University of Silesia
    Year of publication: 2014
    Source: Show
    Pages: 194-205
    DOI Address: https://doi.org/10.15804/tner.14.36.2.15
    PDF: tner/201402/tner3615.pdf

    The primary goal of the study was to examine the relationships between spirituality, belief in free will and perceived self-efficacy among young adults. In order to develop the preliminary adaptation of the FAD-Plus questionnaire, used for measuring the lay beliefs in free will and three related constructs, Study 1 was carried out among 485 young adults. The tool had satisfactory psychometric properties. Study 2, in which 340 students participated, verified the role of believing in free will as a potential mediator between spirituality and perceived self-efficacy. In the case of male students, total mediation was found, and in the case of female students, partial mediation was noted. The studies indicate the need to put greater emphasis on the spiritual sphere and the sense of free will in the education provided for young adults.

  • Self-Efficacy in the Pre-Gradual Training of Occupational Subject Teachers

    Author: Małgorzata Duda
    Institution: Pontifical University of John Paul II, Krakow
    ORCID: https://orcid.org/0000-0002-4986-0795
    Author: Zdena Kráľová
    Institution: Univerzita Tomáše Bati ve Zlíně, Zlín, Česká Republika
    ORCID: https://orcid.org/0000-0001-6900-9992
    Author: Dáša Porubčanová
    Institution: Vysoká škola DTI, Dubnica nad Váhom, Slovakia
    ORCID: https://orcid.org/0000-0001-5287-682X
    Author: Janka Bursová
    Institution: Catholic university, Ružomberok
    ORCID: https://orcid.org/0000-0002-7505-6450
    Year of publication: 2022
    Source: Show
    Pages: 162-170
    DOI Address: https://doi.org/10.15804/tner.22.68.2.13
    PDF: tner/202202/tner6813.pdf

    The study presents a survey of perceived teacher self-efficacy on a sample of future and beginning Slovak secondary school teachers in two research approaches. The research aimed to find out the perceived professional proficiency of teacher students and future teachers in didactic readiness in the context of positive psychology. The obtained data from both groups were compared with foreign research results in this area.

  • Differences in Self-Regulation of Stress Among Students Starting and Finishing Studies. The Comparison of Students of Polish and Spanish Universities

    Author: Weronika Molińska
    Institution: Maria Grzegorzewska University
    ORCID: https://orcid.org/0000-0002-8319-7149
    Author: Grażyna Katra
    Institution: University of Warsaw
    ORCID: https://orcid.org/0000-0003-3474-297X
    Year of publication: 2022
    Source: Show
    Pages: 96-113
    DOI Address: https://doi.org/10.15804/kie.2022.02.06
    PDF: kie/136/kie13606.pdf

    The research focused on identifying differences in the sense of self-efficacy and self-regulation of stress among 470 students from Polish and Spanish universities and on determining the differences between students starting and finishing their studies. The following tests were used in the study: General Self-Efficacy Scale, COPE Inventory and Self-Regulatory Formative Questionnaire. Statistical analysis confirmed the correctness of the 6 hypotheses. The obtained results showed that the level of self-efficacy and self-regulation and the choice of coping strategies are related to gender, nationality, age, and multiple attitudes to a stressful situation. Moreover, other confirmed hypotheses show the conclusions that self-efficacy is higher in the group of men than in the group of women. On the other hand, women have higher self-regulatory skills and are more likely than men to choose favourable stress regulation methods. In contrast, the hypotheses about cross-cultural differences show that Spanish students have better self-regulatory skills and choose adaptive coping strategies, while Polish students use non-adaptive strategies.

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