A Study on Teachers’ Sense of Self-Efficacy in Defence Authority Educational Institutions, Karachi, Pakistan
DOI:
https://doi.org/10.22555/ijelcs.v6i2.38Keywords:
Teachers Efficacy, Effectiveness, Self-Efficacy, Teaching ExperienceAbstract
The purpose of this study was to investigate the extent to which teacher efficacy is understood by the Defence Authority Institution's teachers and the extent teacher efficacy behaviors were practiced in the Defence Authority Institutions. A survey research design was chosen for this quantitative study, which focuses on teachers’ perceptions about teacher efficacy in Defence Authority Institutions schools. Data was collected through the Teacher Sense of Efficacy Scale (TSES) which is a 24-item measure of three subscales: Efficacy in Student Engagement, Instructional Strategies, and Classroom Management developed by Tschannen-Moran and Hoy (2001), and it is also called the Ohio State Teacher Efficacy Scale (OSTES). This scale was used to collect data from the teachers of Defence Authority Institutions schools to examine their perceptions about teacher efficacy. Data were collected from 393 Defence Authority Institution's teachers. The survey consisted of two sections. Part 1 requested demographic data and Part 2 contained 24 items of the TSES (Long Form instrument). Eight findings emerged after analyzing the data. These findings indicated that the teachers had a strong understanding of teacher efficacy and practiced teacher efficacy behaviors associated with improving the teaching and learning process. However, the findings also illustrated that the Defence Authority Institutions needed to include teacher efficacy as part of a sustained professional development program. Recommendations were provided to facilitate the improvement and strengthening of teacher efficacy across the Defence Authority Institutions of Pakistan.
References
Adesina, O. J., Raimi, S. O., Bolaji, O. A., & Adesina, A. E. (2016). Teachers’ Attitude, Years of Teaching Experience and Self-Efficacy as Determinants of Teachers’ Productivity in Teachers’ Professional Development Programme in Ibadan Metropolis, Oyo State, Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 7(3), 204-211.
Allinder, R. M. (1995). An examination of the relationship between teacher efficacy and curriculum-based measurement and student achievement. Remedial and Special Education, 16(4), 247-54.
Anderson, R. N., Greene, M. L., & Loewen, P. S. (1988). Relationships among teachers' and students' thinking skills, sense of efficacy, and student achievement. Alberta Journal of Educational Research, 34(2), 148-165.
Armor, D., Conroy-Oseguera, P., Cox, M., King, N., McDonnell, L., E., & Zellman, G. (1976) Analysis of the school preferred reading program in selected Los Angeles minority schools (No. R-2007-LAUSD). Santa Monica, CA: Rand Corporation.
Ashton, P. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35 (5), 28-32.
Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers' sense of efficacy and student achievement. New York, NY: Longman.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura, A. (1984). Recycling misconceptions of perceived self-efficacy. Cognitive Therapy and Research, 8(3), 231-255.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York, NY: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego, CA: Academic Press, 1998).
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.
Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9(3), 75-78.
Bandura, A. (2001) Guide for constructing self-efficacy scales (Monograph). Stanford, CA: Stanford University.
Barkley, J. M. (2006). Reading education: Is self-efficacy important? Reading Improvement, 43(4), 194-210.
Berman, P., McLaughlin, M., Bass, G., Pauly, E., & Zellman, G. (1977). Federal programs supporting educational change, vol. VII: Factors affecting implementation and continuation. (No. R-1589/7-HEW). Santa Monica, CA: Rand Corporation.
Billings, D. (2012). The way to happiness. Retrieved from http://www.theway2happiness.com/ Bloom, B. S. (1971). Mastery learning. In J. H. Block (Ed.), Mastery learning: Theory and practice (pp. 47–63). New York, NY: Holt, Rinehart & Winston.
Birley, G., & Moreland, N. (2014). A practical guide to academic research. Routledge.
Bovill, C., Cook-Sather, A., Felten, P., Millard, L., & Moore-Cherry, N. (2016). Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships. Higher Education, 71(2), 195-208.
Brady, K., & Woolfson, L. (2008). What teacher factors influence their attributions for children's difficulties in learning? British Journal of Educational Psychology, 78(4), 527-544.
Bray-Clark, N., & Bates, R. (2003). Self-efficacy beliefs and teacher effectiveness: Implications for professional development. Professional Educator, 26(1), 13-22.
Brophy, J. (1988). Educating teachers about managing classrooms and students. Teaching and Teacher Education, 4(1), 1-18.
Bruce, C. D., Esmonde, I., Ross, J., Dookie, L., & Beatty, R. (2010). The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement. Teaching & Teacher Education, 26(8), 1598-1608.
Bryant, L., & Yan, W. (2010). Urban school teachers’ self-efficacy beliefs and AYP status. The Charter Schools Resource Journal. (6)1, 1-16.
Caprara, G. V., Barbranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490.
Cerit, Y. (2010). Teacher efficacy scale: The study of validity and reliability and pre service classroom teachers' self-efficacy beliefs. Journal of Theory & Practice in Education, 6(1), 68-85.
Chaplain, R. (2016). Teaching Without Disruption in the Primary School: A Practical Approach to Managing Pupil Behaviour. Routledge
Cheung, H.Y. (2008) Teacher efficacy: A comparative study of Hong Kong and Shanghai primary in service teachers. The Australian Educational Researcher, 35(1), 103-123.
Cho, Y. & Shim, S. S. (2013). Predicting Teachers' Achievement Goals for Teaching: The Role of Perceived School Goal Structure and Teachers’ Sense of Efficacy. Teaching and Teacher Education, 32, 12-21. doi:10.1016/j.tate.2012.12.003
Clark, C. M., & Peterson, P. L. (1984). Teachers' Thought Processes. Occasional Paper No. 72.
Coates, H. (2016). Assessing student learning outcomes internationally: Insights and frontiers. Assessment & Evaluation in Higher Education, 41(5), 662-676.
Collier, M. D., (2005). An ethic of caring: The fuel for high teacher efficacy. Urban Review, 37(4), 351-359.
Cooper, H. M. (1979). Understanding Pygmalion: The social psychology of self-fulfilling classroom. Paper presented at the Annual Convention of the American Psychological Association, New York, NY.
Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative, 146-166. Upper Saddle River, NJ: Prentice Hall.
Creswell, J. W., & Garrett, A. L. (2008). The" movement" of mixed methods research and the role of educators. South African journal of education, 28(3), 321-333.
Davies, B. (2004). The relationship between teacher efficacy and higher order instructional emphasis. Paper presented at the meeting of the Australian Association for Research in Education, Melbourne, Australia. Retrieved from http://publications.aare.edu.au/04pap/dav04854.pdf
Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers' self efficacy beliefs: Development and use of the TEBS-self. Teaching and Teacher Education: An International Journal of Research and Studies, 24(3), 751-766
Dembo, M. H., & Gibson, S. (1985). Teachers' sense of efficacy: An important factor in school improvement. Elementary School Journal, 86(2), 173-184.
Denscombe, M. (2007). The good research guide for small-scale social research projects. (3rd ed.). New York: McGraw-Hill.
Dibapile, W. T. S. (2011). A literature review of literature on teacher efficacy and classroom management. Paper presented at New Orleans International Academic Conference, New Orleans, LA.
Doyle, W. & Ponder, G. (1977). The practicality ethic and teacher decision-making. Interchange, (8)3, 1-12,
Ensslen, C. (2016). With Care and Deliberation: Prairie Teachers go to Work.
Fives, H. (2003). What is teacher efficacy and how does it relate to teachers’ knowledge? A theoretical review. Paper presented at the American Educational Research Association Annual Conference, Chicago, IL. Retrieved from https://msuweb.montclair.edu/~fivesh/Research_files/Fives_AERA_2003.pdf
Friedman, I. A., & Kass, E. (2002). Teacher self-efficacy: A classroom-organization conceptualization. Teaching & Teacher Education, 18(6), 675-686.
Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Boston: Pearson Education.
Gay, L. R., & Airasian, P. (2000). Educational research competencies for analysis and application (6th ed.). Upper Saddle River, NJ: Prentice Hall
Ghaith, G., & Yaghi, H. M. (1997). Relations among experience, teacher efficacy and attitudes towards the implementation of instructional innovation. Teaching and Teacher Record, (13)4, 451-458.
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582.
Goddard, R. D. (2001). Collective efficacy: A neglected construct in the study of schools and student achievement. Journal of Educational Psychology, 93(3), 467-476.
Guskey, T. R. (1981). Measurement of responsibility teachers assume for academic success and Failures in the classroom. Journal of Teacher Education, 32(3), 44-51.
Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63-69.
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: theory and practice, 8(3), 381-391.
Henson, R. K. (2001). Teacher self-efficacy: Substantive implications and measurement dilemmas. Paper presented at the Annual Meeting of the Educational Research Exchange, College Station, TX. Retrieved from http://www.uky.edu/~eushe2/Pajares/EREkeynote.PDF
Henson, R.K., Kogan, L. R., & Vacha-Haase, T. (2001). Reliability generalizations study of the teacher efficacy scale and related instruments. Educational and Psychological Measurement, 61(3), 404-420.
Hines, M. T., & Kritsonis, W. A. (2010). The interactive effects of race and teacher self-efficacy on the achievement gap in school. National Forum of Multicultural Issues Journal, 7(1), 1-14.
Hipp, K. A., & Bredson, P.V. (1995). Exploring connections between teacher efficacy and principals’ leadership behavior. Journal of School Leadership, 5, 136-150.
Howard, J., & Hammond, R. (1985, September 9). Rumors of inferiority. The New Republic, 193, 17-21
Hoy, W. K., & Woolfolk, A. E. (1993). Teachers' sense of efficacy and the organizational health of schools. The Elementary School Journal, 93(4), 355-372.
Hurwitz, N., & Hurwitz, S. (2005). The challenge of teacher quality: High standards and expectation must apply to teachers as well as students. American School Board Journal, 192(4), 38-41.
Ker, H. W. (2016). The impacts of student-, teacher-and school-level factors on mathematics achievement: an exploratory comparative investigation of Singaporean students and the USA students. Educational Psychology, 36(2), 254-276.
Kieffer, K. M., & Henson, R. K. (2000). Development and validation of the sources of self efficacy inventory (SOSI): Exploring a new measure of teacher efficacy. Paper presented at the Annual Meeting of the National Council on Measurement in Education, New Orleans, LA. Retrieved from http://home.earthlink.net/~kmkieffer/SOSI.html
Lee, V. E., Dedrick, R. F., & Smith, J. B. (1991). The effect of the social organization of schools on teachers' efficacy and satisfaction. Sociology of Education, 190-208.
McKinney, M., Sexton, T., & Meyerson, M. (1999). Validating the efficacy-based change model. Teaching and Teacher Education, 15(1), 471-485.
McLaughlin, M., & Marsh, D. D. (1978). Staff development and school change. Teachers College Record, 80(1), 69-94.
Meijer, C.J., & Foster, S.F. (1988). The effect of teacher self-efficacy on referral chance. The Journal of Special Education, 22(3), 378-385.
Moore, W. P., & Esselman, M. E. (1992). Teacher efficacy, empowerment, and a focused instructional climate: Does student achievement benefit? Paper presented at the Annual Conference of the American Educational Research Association, San Francisco, CA.
Muijs, D., & Reynolds, D. (2002). Teachers' beliefs and behaviors: What really matters? Journal of Classroom Interaction, 37(2), 3-15.
Nir, A. E., & Kranot, N. (2006). School principal's leadership style and teachers' self-efficacy. Planning and Changing, 37(3-4), 205-218.
Olarewaju, A. O. (1986). Census of students’ under-achievement. 27th Annual conference proceedings of the Science Teachers’ Association of Nigeria, 80-87.
Rhem, J. (1999). Pygmalion in the classroom. The National Teaching and Learning Forum, 8(2), 1-4.
Riggs, I. (1995). The characteristics of high and low efficacy elementary teachers. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Anaheim, CA.
Riggs, I., & Enochs, L. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74(6) 625-638.
Rimm-Kaufman, S., & Sawyer, B. E. (2004). Primary-grade teachers' self-efficacy beliefs, attitudes toward teaching, and discipline and teaching practice priorities in relation to the responsive classroom approach. Elementary School Journal, 104(4), 321.
Røkenes, F. M. (2016). Preparing Future Teachers to Teach with ICT: An investigation of digital competence development in ESL student teachers in a Norwegian teacher education program.
Rose, J.S., & Medway, F.J. (1981a). Teacher locus of control, teacher behavior and student behavior as determinants of student achievement. Journal of Educational Research, 74(6), 375-81.
Rose, J.S., & Medway, F.J. (1981b). Measurement of teachers’ beliefs in their control over student outcome. Journal of Educational Research, 74(3), 185-189.
Ross, J. A. (1992). Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education, 17(1), 51-65.
Ross, J. A. (1994a). Beliefs that make a difference: The origins and impacts of teacher efficacy. Paper presented at the Annual Meeting of the Canadian Association for Curriculum Studies, Alberta, Canada.
Ross, J. A. (1994b). The impact of an in-service to promote cooperative learning on the stability of teacher efficacy. Teaching and Teacher Education, 10(4), 381-394.
Ross, J., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomized field trial. Journal of Educational Research, 101(1), 50-60.
Rotter, J.B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80(1), 1-28.
Rubeck, M. L., & Enochs, L. G. (1991). A path analytic model of variables that influence science and chemistry teaching self-efficacy and outcome expectancy in middle school science teachers. Paper presented at the annual meeting of the National Association for Research In Science Teaching, Lake Geneva, WI.
Rubie-Davies, C., Hattie, J., & Hamilton, R. (2006). Expecting the best for students: Teacher expectations and academic outcomes. British Journal of Educational Psychology, 76(3), 429-444.
Salkind, N. J. (2006). Encyclopedia of measurement and statistics. Sage Publications.
Sanford, J. P., & Evertson, C. M. (1981). Classroom management in a low SES junior high: Three case studies. Journal of Teacher Education, 3(1), 34-38.
Sergiovanni, T. J. (2000). The Lifeworld of Leadership: Creating Culture, Community, and Personal Meaning in Our Schools. The Jossey-Bass Education Series. Jossey- Bass Inc., Publishers, 350 Sansome Street, San Francisco, CA 94104.
Scherer, R., Jansen, M., Nilsen, T., Areepattamannil, S., & Marsh, H. W. (2016). The Quest for Comparability: Studying the Invariance of the Teachers’ Sense of Self- Efficacy (TSES) Measure across Countries.PloS one, 11(3).
Shaughnessy, M. F. (2004). An interview with Anita Woolfolk: The educational psychology of teacher efficacy. Educational Psychology Review, 16(2), 153-176.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1-23.
Slavin, R. E., & Davis, N. (2006). Educational psychology: Theory and practice.
Smylie, M. (1988). The enhancement of function of staff development: Organizational and psychological antecedents to individual teacher change. American Educational Research Journal, 25(1), 1-30.
Soodak, L. C., & Podell, D. M. (1993a). Teacher efficacy and student problems as factors in special education referrals. Journal of Special Education, 27(1), 66-81.
Soodak, L. C., & Podell, D. M. (1993b). Teacher efficacy and bias in special education referrals. Journal of Educational Research, 86(4), 247-253.
Soodak, L. C., & Podell, D. M. (2001). Teachers' thinking about difficult-to-teach students. The Journal of Educational Research, 88(1), 44-51.
Stein, M., & Wang, M. C. (1988). Teacher development and school improvement the process of teacher change. Teaching and Teacher Education, 4(2), 171-87.
Summers, J. J., Davis, H. A., & Hoy, A. W. (2017). The effects of teachers' efficacy beliefs on students' perceptions of teacher relationship quality. Learning and Individual Differences, 53, 17-25.
Tschannen-Moran, M. & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching & Teacher Education, 23(6), 944-956.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching & Teacher Education, 17(7), 783-805.
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
U.S. Census Bureau. (2010). QuickFacts. Washington, DC: Author. Retrieved from http://quickfacts.census.gov/qfd/index.html
Wax, A.S., & Dutton, M.M. (1991). The relationship between teacher use of cooperative learning and teacher efficacy. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
Weasmer, J., & Woods, A. M. (1998). I think I can: The role of personal teaching efficacy in bringing about change. Clearing House, (71)1, 245-247.
Webb, R. & Ashton, P. T. (1987). Teachers’ motivation and the conditions of teaching: A Call for ecological reform. In S. Walker, & L. Barton, Eds. Changing policies, changing teachers: New directions for schooling (pp. 22-40). Philadelphia, PA: Open University Press.
Wolters, C. A. & Daughterty, S. A. (2007). Goal structures and teachers' sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Education Psychology, 99(1), 181-193.
Woolfolk, A. & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81-91.
Yilmaz, C. (2011). Teachers' perceptions of self-efficacy, English proficiency, and instructional strategies. Social Behavior & Personality: An International Journal, 39(1), 91-100.
Zimmerman, B. J., & Dibenedetto, M. K. (2008). Mastery learning and assessment: Implications for students and teachers in an era of high-stakes testing. Psychology in the Schools, 45(3), 206-216.
