Teacher Efficacy And Mastery Experiences

(1) Develop a strategy to enhance a high degree of collective efficacy among the new teachers and indifferents. What mastery experiences are needed, and how will you get them for your teachers? What kinds of models or other vicarious experiences should your teachers have, and where will they get them? What kind of activities will be useful to persuade teachers that they can improve the proficiency of their students? What kind of affective state is needed in your school to develop the collective efficacy that you need? How will you achieve that state?
The development and attainment of collective efficacy among new and indifferent teachers in the context of average student learning outcomes is a most difficult and delicate process. The administrator

Mastery experiences are essential in developing and supporting self-efficacy. Teachers can be given an opportunity to gain mastery experiences through interactive and engaging activities such as workshops, clinical simulated teaching exercises as well as programmes that support and develop skills of new and indifferent teachers (Bandura, 1997, p. 39). Mastery experiences are needed in areas such as expository teaching, motivation and group dynamics as well in the difficult area of teaching for transfer of

Some components of teacher efficacy include: developing an organized classroom environment that is supportive of positive and meaningful learning, positive beliefs and development of instructional activities in different domains of learning, engaging the involvement of parents and sourcing resources needed for learning tasks, and redirecting negative influences that may affect the flow of the academic accomplishments of students (Marat, 2007, para. 3). A strategy that can be utilized by administrators in assisting teachers in developing a high degree of teacher efficacy involves providing information on the relevance of learning in students lives. This strategy of providing information on the relevance of learning in the lives of students would be undergirded by a series of workshops that would expose teachers to components of quality and effective learning, the nature of the pubescent child, the role of culture in the process of assimilation and equilibration and how learning can be developed and supported by positive self-beliefs among students with low-self image. Workshops would be conducted for three hours per week and would involve a reflective component where teachers selected for this