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Showing 1 to 15 of 47 results Save | Export
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Wang, Li-Yi; Tan, Liang-See; Li, Jen-Yi; Tan, Irene; Lim, Xue-Fang – Journal of Educational Research, 2017
Developing a high level of efficacy can be challenging to teachers who work with low-achieving students. The authors adopted a pragmatic qualitative research design to investigate the sources of efficacy information reported by five high-efficacy teachers and four low-efficacy teachers of secondary low-achieving students in Singapore. The results…
Descriptors: Low Achievement, Teaching Methods, Self Efficacy, Qualitative Research
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Ware, Herbert W.; Kitsantas, Anastasia – Journal of Educational Research, 2011
The authors focused on public schools expected to meet performance goals before the No Child Left Behind Act of 2001 (2002) using data from the responses of 26,257 teachers and 6,711 principals to public school questionnaires from the 1999-2000 Schools and Staffing Survey. They examined relationships among measures of teacher commitment and…
Descriptors: Teacher Effectiveness, Self Efficacy, Federal Legislation, Principals
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Tsouloupas, Costas Nicou; Carson, Russell Lee; MacGregor, S. Kim – Journal of Educational Research, 2014
The authors used representations associated with managing student misbehavior across disparate teaching experiences and teaching subjects to understand the development of teachers' efficacy in handling student misbehavior (TEHSM), years of teaching experience, and teaching subject. Twenty-four high school teachers were individually interviewed.…
Descriptors: Student Behavior, Classroom Techniques, Teaching Experience, Mental Retardation
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Chong, Wan Har; Klassen, Robert M.; Huan, Vivien S.; Wong, Isabella; Kates, Allison Diane – Journal of Educational Research, 2010
The authors explored how prior student achievement, through school types, predicted teacher self- and collective efficacy and perceived academic climate of 222 middle school teachers in Singapore. Teachers assigned to high-track and regular middle schools differed in their perception of self- and collective efficacy to promote organizational…
Descriptors: Middle Schools, Teacher Effectiveness, Self Efficacy, Academic Achievement
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Ross, John; Bruce, Catherine – Journal of Educational Research, 2007
We designed a professional development (PD) program to increase the teacher efficacy of mathematics teachers. We randomly assigned 106 Grade 6 teachers in 1 school district to treatment and control conditions in a delayed-treatment design. The PD explicitly addressed 4 sources of teacher-efficacy information identified in social-cognition theory…
Descriptors: Grade 6, Mathematics Teachers, Professional Development, Classroom Techniques
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Hughes, Gail D. – Journal of Educational Research, 2012
The researcher utilized block-entry regression analysis to determine the impacts of teacher characteristics, school characteristics, organizational characteristics, and teacher efficacy on retention in teaching from 782 teacher surveys. Findings indicated that 83.50% of participants planned to teach until retirement. Wald statistics indicated that…
Descriptors: Teacher Effectiveness, Teacher Characteristics, Teacher Persistence, Student Participation
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Velthuis, Chantal; Fisser, Petra; Pieters, Jules – Journal of Educational Research, 2015
The purpose of this study was to establish whether participation in a teacher design team (TDT) is an effective way to increase the science teaching self-efficacy of primary school teachers who vary in their levels of experience and interest in science. A TDT is a group of at least 2 teachers from the same or related subjects working together to…
Descriptors: Foreign Countries, Elementary School Teachers, Science Instruction, Elementary School Science
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Eun, Barohny; Heining-Boynton, Audrey L. – Journal of Educational Research, 2007
The authors investigated the impact of professional development programs for English-as-a-second-language (ESL) teachers on their classroom practice and on the way that teacher efficacy and organizational support at the school level relate by interacting with years of teaching experience. The authors collected data by using questionnaires…
Descriptors: Program Effectiveness, Measures (Individuals), Teaching Experience, Teacher Background
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Ware, Herbert; Kitsantas, Anastasia – Journal of Educational Research, 2007
The authors sought to determine whether teacher and collective efficacy beliefs predict commitment to the teaching profession. The participants were 26,257 teachers and 6,711 principals who responded to the public school teacher and principal questionnaires of the 1999-2000 Schools and Staffing Survey (U.S. Department of Education, 2005). The…
Descriptors: Teaching (Occupation), Measures (Individuals), Faculty Mobility, Test Validity
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Nadelson, Louis S.; Callahan, Janet; Pyke, Patricia; Hay, Anne; Dance, Matthew; Pfiester, Joshua – Journal of Educational Research, 2013
Student foundational knowledge of science, technology, engineering, and mathematics (STEM) is formed in their elementary education. Paradoxically, many elementary teachers have constrained background knowledge, confidence, and efficacy for teaching STEM that may hamper student STEM learning. The association between teacher preparation to teach…
Descriptors: STEM Education, Knowledge Base for Teaching, Elementary School Teachers, Teacher Competencies
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Klassen, Robert M. – Journal of Educational Research, 2010
The aims of the study were to (a) examine the factor structure of measures of teachers' collective efficacy (TCE), job stress, and job satisfaction, and (b) explore the mediating effect of collective efficacy on the relationship between job stress and job satisfaction. The sample consisted of 951 teachers from elementary and secondary schools in…
Descriptors: Secondary Schools, Behavior Problems, Student Behavior, Discipline
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Thomson, Margareta Maria; Nietfeld, John L. – Journal of Educational Research, 2016
In a mixed-methods study, the authors investigate teacher typologies of elementary teachers (N = 132) in the United States based on their reformed science teaching beliefs. Additionally, the identified teacher typologies were compared with respect to their science content knowledge, self-efficacy and epistemic beliefs. Results revealed three…
Descriptors: Elementary School Teachers, Beliefs, Educational Practices, Classroom Techniques
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Auwarter, Amy E.; Aruguete, Mara S. – Journal of Educational Research, 2008
The authors examined experimentally whether student gender and socioeconomic status (SES) affect teachers' expectations of students. Participants were 106 teachers who read a scenario about a hypothetical student with academic and behavioral challenges. The authors systematically varied the gender and SES of the student to create 4 conditions.…
Descriptors: Teacher Effectiveness, Disadvantaged Schools, Teacher Student Relationship, Negative Attitudes
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Lin, Huey-Ling; Gorrell, Jeffrey; Taylor, Janet – Journal of Educational Research, 2002
Taiwanese and U.S. preservice teachers at the beginning and end of their preservice programs completed a teacher efficacy scale. The two groups had conceptually different expectations of teaching, however, their efficacy beliefs showed similar patterns regarding ability to adjust teaching methods to individual students' needs. Participants'…
Descriptors: Cultural Influences, Elementary Education, Foreign Countries, Higher Education
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Wertheim, Cheruta; Leyser, Yona – Journal of Educational Research, 2002
Examined efficacy beliefs and choices of differentiated instructional strategies needed for effective teaching in inclusive classrooms. Israeli preservice teachers completed teacher efficacy scale and instructional strategy scales. Overall, personal teaching efficacy related to choice of instruction, but teaching efficacy did not. Participants…
Descriptors: Elementary Secondary Education, Foreign Countries, Higher Education, Mainstreaming
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