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Showing 1 to 15 of 37 results Save | Export
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Hoi, Cathy Ka Weng; Zhou, Mingming; Teo, Timothy; Nie, Youyan – Psychology in the Schools, 2017
The aim of the current study is to develop and validate an instrument to measure the four sources of teacher efficacy among Chinese primary school teachers. A 26-item Sources of Teacher Efficacy Questionnaire (STEQ) was proposed with four subscales: mastery experience, vicarious experience, social persuasion, and physiological arousal. The results…
Descriptors: Questionnaires, Teacher Effectiveness, Self Efficacy, Elementary School Teachers
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Tsouloupas, Costas N.; Carson, Russell L.; Matthews, Russell A. – Psychology in the Schools, 2014
One approach for understanding teachers' behavioral responses to classroom student misbehavior is through the perceptions of efficacy in handling this stressor. The present study investigated the relationship and predictive ability of personal and school cultural factors as they relate to perceptions of teachers' efficacy in handling student…
Descriptors: School Culture, Student Behavior, Behavior Problems, Teacher Effectiveness
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Kelm, Joanna L.; McIntosh, Kent – Psychology in the Schools, 2012
This study examined the relationships between implementation of a school-wide approach to behavior, School-wide Positive Behavior Support (SWPBS), and teacher self-efficacy. Twenty-two teachers from schools implementing SWPBS and 40 teachers from schools not implementing SWPBS completed a questionnaire measuring aspects of self-efficacy.…
Descriptors: Self Efficacy, Discipline Policy, Behavior Modification, Correlation
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Accardo, Amy L.; Finnegan, Elizabeth G.; Gulkus, Steven P.; Papay, Clare K. – Psychology in the Schools, 2017
Learners with autism spectrum disorder (ASD) often exhibit difficulty in the area of reading comprehension. Research connecting the learning needs of individuals with ASD, existing effective practices, teacher training, and teacher perceptions of their own ability to teach reading comprehension is scarce. Quantitative survey methodology and…
Descriptors: Autism, Pervasive Developmental Disorders, Reading Comprehension, Statistical Analysis
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Fantuzzo, John; Perlman, Staci; Sproul, Faith; Minney, Ashley; Perry, Marlo A.; Li, Feifei – Psychology in the Schools, 2012
The study developed multiple independent scales of early childhood teacher experiences (ECTES). ECTES was co-constructed with preschool, kindergarten, and first grade teachers in a large urban school district. Demographic, ECTES, and teaching practices data were collected from 584 teachers. Factor analyses documented three teacher experience…
Descriptors: Teacher Effectiveness, Literacy Education, Teaching Methods, Teaching Experience
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Won, Sungjun; Lee, Sun-Young; Bong, Mimi – Psychology in the Schools, 2017
The primary purpose of this study was to ascertain whether the degree to which Korean middle school students perceived their teachers to be credible made a difference in the effectiveness of teachers' persuasion as a source of students' academic self-efficacy. In the contexts of both general school learning and a specific subject of Korean…
Descriptors: Teacher Role, Credibility, Self Efficacy, Middle School Students
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Skinner, Ann T.; Babinski, Leslie M.; Gifford, Elizabeth J. – Psychology in the Schools, 2014
Bullying is a significant concern in schools, and both bullies and victims are at risk for negative outcomes. In this study, 239 sixth-grade teachers completed questionnaires about their perceptions of four components of school climate: high-risk student behaviors, school-wide barriers to learning, principal support, and cooperation among…
Descriptors: Teacher Effectiveness, Self Efficacy, Bullying, Grade 6
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Woods-Groves, Suzanne; Choi, Taehoon – Psychology in the Schools, 2017
This study investigated the relationship of kindergarten teachers' ratings of their students' 21st century skills (college readiness skills) with students' behavioral and academic performance. Teachers rated the frequency that their students (n = 579) demonstrated persistence, curiosity, affective, and cognitive (e.g., critical thinking) behaviors…
Descriptors: Kindergarten, Academic Achievement, Preschool Teachers, Teacher Attitudes
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Peters, Christina D.; Kranzler, John H.; Algina, James; Smith, Stephen W.; Daunic, Ann P. – Psychology in the Schools, 2014
The aim of the current study was to examine mean-group differences on behavior rating scales and variables that may predict such differences. Sixty-five teachers completed the Clinical Assessment of Behavior-Teacher Form (CAB-T) for a sample of 982 students. Four outcome variables from the CAB-T were assessed. Hierarchical linear modeling was used…
Descriptors: Disproportionate Representation, Special Education, Hierarchical Linear Modeling, Racial Differences
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Debnam, Katrina J.; Pas, Elise T.; Bottiani, Jessika; Cash, Anne H.; Bradshaw, Catherine P. – Psychology in the Schools, 2015
A critical next step in advancing our understanding of teacher practices that can equitably engage and support learning in diverse classrooms is determining the effectiveness of culturally responsive interventions. Yet, quantitative measurement indicators of the effectiveness of culturally responsive teaching interventions are scarce. Most…
Descriptors: Teaching Methods, Culturally Relevant Education, Instructional Effectiveness, Observation
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Cook, Clayton R.; Miller, Faith G.; Fiat, Aria; Renshaw, Tyler; Frye, Megan; Joseph, Gail; Decano, Polocarpio – Psychology in the Schools, 2017
Teaching is regarded as one of the most challenging yet rewarding professions. Moreover, research has shown that stress and burnout are likely to undermine teacher effectiveness and negatively impact their willingness and intentions to implement evidence-based practices. The present study sought to contribute to a growing body of research…
Descriptors: Resilience (Psychology), Well Being, Metacognition, Intention
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Zhang, Juan; Wang, Chuang; Lambert, Richard; Wu, Chenggang; Wen, Hongbo – Psychology in the Schools, 2017
The Classroom Appraisal of Resources and Demands (CARD) was designed to evaluate teacher stress based on subjective evaluations of classroom demands and resources. However, the CARD has been mostly utilized in western countries. The aim of the current study was to provide aspects of the validity of responses to a Chinese version of the CARD that…
Descriptors: Chinese, Classroom Techniques, Goodness of Fit, Construct Validity
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Lambert, Richard G.; McCarthy, Christopher; O'Donnell, Megan; Wang, Chuang – Psychology in the Schools, 2009
The Classroom Appraisal of Resources and Demands (CARD, elementary version) was used to investigate teacher stress among a sample of elementary teachers (n = 521). The CARD measures teacher stress by examining the subjective experience of both classroom demands and resources provided by the school, and thereby attempts to capture the situationally…
Descriptors: Teacher Effectiveness, Teacher Burnout, Test Validity, Factor Structure
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Williford, Anne; Depaolis, Kathryn J. – Psychology in the Schools, 2016
Cyberbullying behavior among youth has become a growing concern among parents, educators, and policymakers due to emerging evidence documenting its harmful consequences on youths' development. As such, schools are increasingly required to address to this form of bullying. Thus, effective responses by school staff are needed. However, no study to…
Descriptors: Predictor Variables, Elementary School Students, Incidence, Bullying
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Rheams, Theresa Arceneaux; Bain, Sherry K. – Psychology in the Schools, 2005
This study investigated the perceptions and attitudes of teachers in early childhood settings toward social interaction interventions appropriate for young children with disabilities. Participants were 137 teachers working in either self-contained classroom settings (SC) or inclusive classroom settings (INC). Variables that might interfere with…
Descriptors: Interpersonal Relationship, Interaction, Disabilities, Young Children
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