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Teacher Efficacy In Education

1042 Words5 Pages

The following are the literature on the several factors considered in this study that has an impact on teacher efficacy.

Teacher Efficacy and Teaching Experience

Several studies conducted show teaching experience may influence teachers’ efficacy.

According to the study conducted by (Afshar, Rahimi,
Ghonchepour, & Saedpanah, 2015), there is a significant effect of teaching experience on teachers’ sense of efficacy. However, in the study of (Gür, Çakıroğlu, & Çapa-Aydın, 2012) revealed that teaching experience is not a predictor of teaching efficacy.

In a similar study conducted by Swackhamer (2009), revealed that Mathematics content knowledge, years of teaching, and teacher support directly influences …show more content…

In the study of Gür, Çakıroğlu, & Çapa-Aydın (2012), investigating the predictors of sense of efficacy beliefs of the classroom, science, and mathematics teachers, where gender, teaching field, years of teaching experience, satisfaction with performance, support from colleagues, support from parents, support from administration, and teaching resources are the considered factors, they found out that parental support and teaching resources prophesied the efficacy of student engagement but not in instructional strategies and classroom management. Meanwhile, Chang, Mckeachie, & Lin (2010), in their study about the university faculty’s perceptions of teaching support and the teaching efficacy in Taiwan, teaching resources, peer support, and university type have some impact on faculty teaching efficacy.

Accordingly, the results of the study of Swackhamer (2009) revealed that mathematics contentment knowledge, years of teaching, and teacher …show more content…

Teacher Efficacy and Teaching Strategies

Techniques in teaching will definitely increase the ability of the teacher to teach mathematics. There were several findings, which prove that knowledge in instructional strategies will also add self-efficacy of teachers.

As the findings of Chatzistamatiou, Dermitzaki, & Bagiatis (2014), using path analysis, results showed that teachers’ self-regulation strategies both for their teaching and for enhancing students’ regulation in mathematics were predicted by their self- efficacy beliefs in teaching mathematics, the value they attribute to mathematics and their emotional commitment to their profession. The study of Smith (2010), revealed a statistically significant relationship between mathematical teaching self-efficacy (efficacy) and mastery approaches to instruction, as well as a significant relationship between mathematical teaching self-efficacy (content) and performance-based instruction. The contradiction found within the data suggested an inconsistency among teachers regarding how their mathematical teaching self-efficacy influences their instructional practices. In addition to their findings indicated that

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