Prospective Teachers' Sense of Efficacy and Beliefs about Managing Students: Implications for Professional Development of Teachers
Abstract
This study examined relations of prospective teachers' sense of efficacy to their beliefs about managing students. The data for the study was collected from 94 fourth year students in the pre-service teacher education program at Bahir Dar University in 2002/2003 academic year. Indices of efficacy and classroom control variables were measured by employing scales. Analysis involving correlation suggested that teaching efficacy was significantly correlated with pupil control ideology and motivational orientation. Neither teaching efficacy nor personal efficacy was related to bureaucratic orientation. Analysis involving mainly multiple regressions revealed that teaching efficacy and the interaction of teaching and personal efficacy made unique contribution to the prediction of pupil control ideology and motivational orientation. The findings suggested the desirability of developing programs that would help teachers enhance their feelings of efficacy during the formative pre-service and early in-service years.
Downloads
Download data is not yet available.
References
Abiy, Y. (2002). Competency beliefs, teaching confidence, and teaching
performances of English major graduating students in teaching practice. The
Ethiopian Journal of Education, XXII, 85-109.
Amore, D. J., Conry-Oseguera, P., Cox, M. A., King, N., Mcdonnell, L.M., Pascal,
A.H., Pauly, E., Zellman, G., Summer, G.C., and Thompson, V.M. (1976).
Analysis of The School Preferred Reading Program in Selected Los
Angeles Minority School . Santa Monica, CA: Rand.
Ashton, P. T., and Webb, R.B (1986). Making a Difference: Teacher's Sense of
Efficacy and Student Achievement. New York: Longman.
Ashton, P., Webb, R. and Doda, C. (1983) A Study of Teacher Sense of Efficacy
(Final Report, Executive Summary). Gainesville: University of Florida.
Barfield, V., and Burlingame, M. (1974). The pupil control ideology of teachers in
selected schools. The Journal of Experimental Education, 42, 6-11.
Berman, P., and McLaughlin, M. (1977). Federal Programs Supporting
Educational Change, Vol.II: Factors affecting implementation and
continuation. Santa Monica, CA: Rand Corporation.
Berman, P., Mclaughin, M., Bass, G., Pauly, E., and Zellman,G. (1977). Federal
Programs Supporting Educational Change (Vol.7): Factors Affecting
Implementation and Continuation. Santa Monica, CA: Rand Corporation.
Bllau, P. M., and Scott, W. R. (1962). Formal Organizations: A Comparative
Approach. San Francisco: Vhandiler.
Bluming, M. and Dembo, M. (1973). Solving Teaching Problems: A Guide For
the Elementary School Teacher. Santa Monica, CA: Goodyear.
Brookover, W., Schweitzer, J., Schneider, J., Beady, C., Flood, P., and Wisenbaker,
J. (1978). Elementary school social climate and school achievement.
American Educational Research Journal, 15,301-318.
Curwin, R. and Mendler, A. (1989). We repeat, let the buyer beware: A response to
Canter. Educational Leadership, 46,83.
Dawit M. and Alemayehu B. (2001). Preservice teachers' perception towards
professional courses and efficacy of subject methodology courses in
developing pedagogical content knowledge. The Ethiopian Journal of
Education, XXI, 21-60.
Deci, E. L. (1975). Intrinsic Motivation. New York: Plenum.
Deci, E. L., Schwartz, A. I., Sheniman, L., and Ryan. R.M. (1981). An instrument to assess adults' orientation toward control versus autonomy with children:
Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73,462-650.
Dembo, M. (1994). Applying Educational Psychology. New York: Longman Publishing Group.
Dembo, M. and Gibson, S. (1985). Teachers' sense of efficacy. An important factor
in school improvement. Elementary School Journal, 86, 173-184.
Doyle, W. (1986). Classroom Organization and Management. In M. Wittrock (Ed.),
Handbook of Research on Teaching (3rd ed.) New York: MaCmillan.
Fromm,E. (1948). Man For Himself. New York: Farrar and Rinhart.
Fuller, B., and Izu, J. A. (1986). Explaining school cohesion: What shapes the
organizational beliefs of teachers? American Journal of Education, 94, 501-
535.
Fuller, F., and Brown, O. (1975). Becoming A Teacher. In K. Ryan (Ed.), The 74th
Yearbook of the National Society for the Study of Education (Part 2).
Chicago: University of Chicago Press.
Gibson, S. and Dembo, M. (1964). Teacher efficacy: A construct validation. Journal
of Educational Psychology, 76(4), 569-582.
Good, T. (1981). Teacher expectations and student perceptions: A decade of
research. Educational Leadership, 38, 415-422.
Guskey, T. R (1988). Teacher efficacy, self-concept, and attitudes towards the
implementation of instructional innovation. Teaching and Teacher
Education. 4,63-69.
Hoy, W. (1967) Organizational socialization and student - teacher and pupil control
ideology. Journal of Educational Research 61, 153-255.
Hoy, W.K. and Rees, R. (1977). The Bureaucratic socialization of student teachers.
Journal of Teacher Education, 28,279-300.
Midjely, C., Feldlaufer, H., and Eccles, J (1988). Transition to junior high
school:Beliefs of pre- and post transition teachers. Journal of Youth and Adolescence 17,543-562.
Nachtscheim, N. M., and Hoy, W. A. (1976). Authoritarian personality and control ideologies of teachers. Alberta Journal of Education Research. 22,173-178.
Rosenholtz, S. (1989). Workplace conditions that affect teacher quality and
commitment: Implications for teacher induction programs. Elementary
School Journal 89,421-439.
Rosenshine, B. (1979). Content, Time and Direct Instruction, In Peterson, P. and
Walberg, A. (Eds.), Research on teaching: Concepts, findings and
implications. Berkeley, CA: McCutchan.
Show, M. E. and Wright, J. M. (1967). Scales of The Measurement of Attitudes.
New York: McGraww-Hill.
Smylie, M. A (1998). The enhancement function of staff development: Organizational and psychological antecedents to individual teacher change. American Educational Research Journal 25, 1-30.
Veenman, S. (1984) Perceived problems of beginning teachers: Review of Educational Research. 54, 143-178.
Willower, D. J., Eidell, T. L., and Howy, W. K. (1967). The School and Pupil Control Ideology. University Park: Pennsylvania State University.
Woolfolk, A. E., Rosoff, B., and How, W. K. (1989). Efficacy Beliefs and Motivational Orientations of Teachers. Paper Presented at the Annual Meeting of the American Educational Research Association. San Francisco.
Woolfolk, A. E, and Wayne, K. H. (1990) Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82,81-91.
performances of English major graduating students in teaching practice. The
Ethiopian Journal of Education, XXII, 85-109.
Amore, D. J., Conry-Oseguera, P., Cox, M. A., King, N., Mcdonnell, L.M., Pascal,
A.H., Pauly, E., Zellman, G., Summer, G.C., and Thompson, V.M. (1976).
Analysis of The School Preferred Reading Program in Selected Los
Angeles Minority School . Santa Monica, CA: Rand.
Ashton, P. T., and Webb, R.B (1986). Making a Difference: Teacher's Sense of
Efficacy and Student Achievement. New York: Longman.
Ashton, P., Webb, R. and Doda, C. (1983) A Study of Teacher Sense of Efficacy
(Final Report, Executive Summary). Gainesville: University of Florida.
Barfield, V., and Burlingame, M. (1974). The pupil control ideology of teachers in
selected schools. The Journal of Experimental Education, 42, 6-11.
Berman, P., and McLaughlin, M. (1977). Federal Programs Supporting
Educational Change, Vol.II: Factors affecting implementation and
continuation. Santa Monica, CA: Rand Corporation.
Berman, P., Mclaughin, M., Bass, G., Pauly, E., and Zellman,G. (1977). Federal
Programs Supporting Educational Change (Vol.7): Factors Affecting
Implementation and Continuation. Santa Monica, CA: Rand Corporation.
Bllau, P. M., and Scott, W. R. (1962). Formal Organizations: A Comparative
Approach. San Francisco: Vhandiler.
Bluming, M. and Dembo, M. (1973). Solving Teaching Problems: A Guide For
the Elementary School Teacher. Santa Monica, CA: Goodyear.
Brookover, W., Schweitzer, J., Schneider, J., Beady, C., Flood, P., and Wisenbaker,
J. (1978). Elementary school social climate and school achievement.
American Educational Research Journal, 15,301-318.
Curwin, R. and Mendler, A. (1989). We repeat, let the buyer beware: A response to
Canter. Educational Leadership, 46,83.
Dawit M. and Alemayehu B. (2001). Preservice teachers' perception towards
professional courses and efficacy of subject methodology courses in
developing pedagogical content knowledge. The Ethiopian Journal of
Education, XXI, 21-60.
Deci, E. L. (1975). Intrinsic Motivation. New York: Plenum.
Deci, E. L., Schwartz, A. I., Sheniman, L., and Ryan. R.M. (1981). An instrument to assess adults' orientation toward control versus autonomy with children:
Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73,462-650.
Dembo, M. (1994). Applying Educational Psychology. New York: Longman Publishing Group.
Dembo, M. and Gibson, S. (1985). Teachers' sense of efficacy. An important factor
in school improvement. Elementary School Journal, 86, 173-184.
Doyle, W. (1986). Classroom Organization and Management. In M. Wittrock (Ed.),
Handbook of Research on Teaching (3rd ed.) New York: MaCmillan.
Fromm,E. (1948). Man For Himself. New York: Farrar and Rinhart.
Fuller, B., and Izu, J. A. (1986). Explaining school cohesion: What shapes the
organizational beliefs of teachers? American Journal of Education, 94, 501-
535.
Fuller, F., and Brown, O. (1975). Becoming A Teacher. In K. Ryan (Ed.), The 74th
Yearbook of the National Society for the Study of Education (Part 2).
Chicago: University of Chicago Press.
Gibson, S. and Dembo, M. (1964). Teacher efficacy: A construct validation. Journal
of Educational Psychology, 76(4), 569-582.
Good, T. (1981). Teacher expectations and student perceptions: A decade of
research. Educational Leadership, 38, 415-422.
Guskey, T. R (1988). Teacher efficacy, self-concept, and attitudes towards the
implementation of instructional innovation. Teaching and Teacher
Education. 4,63-69.
Hoy, W. (1967) Organizational socialization and student - teacher and pupil control
ideology. Journal of Educational Research 61, 153-255.
Hoy, W.K. and Rees, R. (1977). The Bureaucratic socialization of student teachers.
Journal of Teacher Education, 28,279-300.
Midjely, C., Feldlaufer, H., and Eccles, J (1988). Transition to junior high
school:Beliefs of pre- and post transition teachers. Journal of Youth and Adolescence 17,543-562.
Nachtscheim, N. M., and Hoy, W. A. (1976). Authoritarian personality and control ideologies of teachers. Alberta Journal of Education Research. 22,173-178.
Rosenholtz, S. (1989). Workplace conditions that affect teacher quality and
commitment: Implications for teacher induction programs. Elementary
School Journal 89,421-439.
Rosenshine, B. (1979). Content, Time and Direct Instruction, In Peterson, P. and
Walberg, A. (Eds.), Research on teaching: Concepts, findings and
implications. Berkeley, CA: McCutchan.
Show, M. E. and Wright, J. M. (1967). Scales of The Measurement of Attitudes.
New York: McGraww-Hill.
Smylie, M. A (1998). The enhancement function of staff development: Organizational and psychological antecedents to individual teacher change. American Educational Research Journal 25, 1-30.
Veenman, S. (1984) Perceived problems of beginning teachers: Review of Educational Research. 54, 143-178.
Willower, D. J., Eidell, T. L., and Howy, W. K. (1967). The School and Pupil Control Ideology. University Park: Pennsylvania State University.
Woolfolk, A. E., Rosoff, B., and How, W. K. (1989). Efficacy Beliefs and Motivational Orientations of Teachers. Paper Presented at the Annual Meeting of the American Educational Research Association. San Francisco.
Woolfolk, A. E, and Wayne, K. H. (1990) Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82,81-91.
Published
2005-12-01
Section
Articles