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ERIC Number: EJ1138202
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: EISSN-2331-186X
Self-Efficacy: A South African Case Study on Teachers' Commitment to Integrate Climate Change Resilience into Their Teaching Practices
Raath, Schalk; Hay, Anette
Cogent Education, v3 n1 Article 1264698 2016
A strong sense of self-efficacy in teachers has in many studies been consistently related to positive teaching behaviours and learner outcomes. This research reports on the differences among teachers regarding their self-efficacy and how this relates to their confidence and commitment to integrate climate change in their teaching practice. A questionnaire with the standardised scale of the Woolfolk "Teachers' Sense of Efficacy Scale" was used to measure self-efficacy beliefs of participating teachers (n = 25). The quantitative data generated with the questionnaire were analysed using the SPSS statistical package and the Atlas-ti program was used to analyse the qualitative data. The findings showed that teachers with beliefs of greater self-efficacy were more willing and resilient to engage in a climate change project. It is recommended that besides the knowledge and skills component of teaching, teachers must be supported to reinforce their belief that they can contribute meaningfully to teaching and developing climate change resilience.
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Identifiers - Assessments and Surveys: Teacher Efficacy Scale
Grant or Contract Numbers: N/A