Samantaray (1971) researches on teacher effectiveness have established the fact that teachers attitude and teachers effectiveness are positively related. Examples of these attitudes include wanting to teach and “doing it from the heart” enjoying the work, being dedicated to the job and to the children. Positive attitudes towards teaching and one’s own performance can in my view significantly contribute to classroom success; there is also the positive interpersonal relationship which is necessary to foster a connection between the teacher and students. Participating in student activities, enjoy being with them, caring for them, being interested in them and trusting them displays a positive attitude. Hence the fact that research has shown that “Success in the classroom is mapped to positive behaviours.” Samantaray (1971).
It is very necessary on the part of the teacher to perform effectively in order to bring out the desired outcomes of the learners and this requires effective and appropriate use of teaching skills in classroom. Teachers are asked not only to present information, but to help students grow in creativity, curiosity, social adjustment, problem solving, and responsibility; teachers are also asked to help students develop a good attitude toward classmates and their school. The accomplishment of these goals has a greater chance if teachers use effective teaching competencies. In the fast changing world of the early 21st century, secondary education is also changing; the role of teachers will also change. New social challenges and demands towards education and teachers, change schools into institutions with modern aims and social contracts.
Finally, Gkolia, Dimitrios, & Koustelios (2014) indicated in their study that background characteristics such as teachers’ gender, teaching experience, educational level, and age affect their self-efficacy. Teacher Efficacy and Professional Development Professional development of teachers is a strong factor that enhances teachers’ knowledge and learning. A number of studies have reflected that the said factor is imperative to a positive change of every individual that seeks development professionally. Amanulla & Aruna’s (2014) study showed a a positive relationship between teacher efficacy and professional development. The relationship indicates that increase in teacher efficacy will cause an an increase in the professional development of teachers.
If teacher leaders can find a way to bring their colleagues on board, they will be able to see change begin and teachers in the school will begin to see the value in not staying isolated. Implications of Empowering Teachers as Leaders Teachers have a unique perspective regarding improvement of the educational system. They can be a vital part of reform efforts when encouraged to step into the leadership role, as their sole focus is student learning (Sinha, et al., 2012). Teacher leaders can use the central focus of student learning and mold reforms from the inside out, which can have major implications in the field of education. By researching this topic, it can open the door to future
To achieve this goal, teachers must react assertively, as opposed to aggressively or non-assertively (Dr.Mac., 2014). On the other hand, Gray and Ayres (1998) claimed that Canter’s assertive discipline model suggested that assertive discipline has its fundamental premise one the reinforcement of appropriate behaviour and students’ acceptance of the result of their actions. Assertive discipline enables teachers to establish a classroom structure and routine that provides the optimal learning environment in light of their own personal needs. Also to determine and request appropriate behaviour from the students which meet your needs and encourage the positive social and educational development of the
2012) The importance of using rewards lies in the fact that the students will certainly gain a strong feeling of confidence. (Guendouze, 2012) With the presence of rewards, they are more motivated to engage in learning experience. They will be more likely to answer questions challenged by the teachers and take part in a given
These beliefs make a huge impact on slow learners (student’s) life as they lose confidence in studying and they are extrinsically motivated, that learn for the sake to achieving high grades. As a result students who doesn’t achieve high grades are left alone in the environment and they lose their interest in learning. Which occurs failure in their life due to the grades. The teacher’s main motive should be to provide quality learning by intrinsically motivation, build skills and develop self-efficacy in the students rather than to fix a permanent grade on their academic tasks. For each tasks the students completes teacher should provide immediate and accurate feedback.
A significant relationship between teachers’ knowledge and self-efficacy was established. The implication is that the more knowledgeable teachers are the more positive their self-efficacy and the more likely they would use technology in teaching. Coffland, (2000) established that teachers’ knowledge enhances the confidence with which teachers tackle new and unfamiliar tasks, including their self-beliefs and unfamiliar settings. In these circumstances, teachers who had adequate knowledge about inclusive education were likely to use technology to facilitate teaching and learning. This study corroborates other findings that teachers with higher knowledge have better attitude toward the use of technology (Coffland, 2000).
This theory is adopted for this study because it covers the needs of school administrators in relation to school safe environment. The need for achievement enables school administrators to adopt good management practices. The need for affiliation highlights the need for administrative staff to create conducive school / community relationship to solve problems arising in the school and need for power ensures that the administrative staff influences and control the activities or actions of subordinates for improved and increased performance in the
This sense of expectation in their aptitude and ability to regulate their learning may explain why both students’ perception of their academic abilities as well as their actual GPA score are both positively correlated with their levels of self-efficacy. The more self-efficacious students are, the more they will feel they will do well and this will help them achieve on an exam. Self-efficacy influenced not only the setting and regulating of their academic goals, but the achievement of these goals.