Transcript Teacher self-efficacy - Data exported by SMExport generator

Teacher self-efficacy
A key to success in the
classroom
Self efficacy (definition and implication)


Self efficacy was a term first defined by Bandura.
Bandura saw self-efficacy as a key factor of
peoples’ behavior.
Want to know where it comes from?
How it differs from self-concept
Want to learn
more?
terms
More about the concept by the author
Bandura (1997)



Perceived self-efficacy is defined as people's beliefs about their capabilities to
produce designated levels of performance that exercise influence over events that
affect their lives. Self-efficacy beliefs determine how people feel, think, motivate
themselves and behave. Such beliefs produce these diverse effects through four
major processes. They include cognitive, motivational, affective and selection
processes.
A strong sense of efficacy enhances human accomplishment and personal well-being
in many ways. People with high assurance in their capabilities approach difficult tasks
as challenges to be mastered rather than as threats to be avoided. Such an
efficacious outlook fosters intrinsic interest and deep engrossment in activities. They
set themselves challenging goals and maintain strong commitment to them. They
heighten and sustain their efforts in the face of failure. They quickly recover their
sense of efficacy after failures or setbacks. They attribute failure to insufficient effort
or deficient knowledge and skills which are acquirable.
In contrast, people who doubt their capabilities shy away from difficult tasks which
they view as personal threats. They have low aspirations and weak commitment to
the goals they choose to pursue. When faced with difficult tasks, they dwell on their
personal deficiencies, on the obstacles they will encounter, and all kinds of adverse
outcomes rather than concentrate on how to perform successfully. They slacken their
efforts and give up quickly in the face of difficulties. They are slow to recover their
sense of efficacy following failure or setbacks. Because they view insufficient
performance as deficient aptitude it does not require much failure for them to lose
faith in their capabilities. They fall easy victim to stress and depression.
Some psycho-educational terms

Affective Processes: Processes regulating emotional
states and elicitation of emotional reactions.

Cognitive Processes: Thinking processes involved in the
acquisition, organization and use of information.

Motivation: Activation to action. Level of motivation is
reflected in choice of courses of action, and in the intensity
and persistence of effort.


Perceived Self-Efficacy: People's beliefs about their
capabilities to produce effects.
Self-Regulation: Exercise of influence over one's own
motivation, thought processes, emotional states and
patterns of behavior
Teacher self-efficacy
In the past outcomes of the learning process where ascribed to the
pupil’s potential, motivation and contextual factor’s.
Teachers’ factors that where said to affect the learning process
included: formal education, knowledge, and teaching abilities
Teacher self-efficacy is defined as a sub-category of a person’s selfbelieves. It is a strong psychological aspect, at times subconscientious, that affects outcomes in the classroom.
“the extent to which a teacher feels that she
can bring about positive change and development
among her pupils.” (Ashton and Webb. 1986)
Areas of
teacher s.e.
Dimensions of teacher self-efficacy
A sense of personal
accomplishment
The teacher must view the work as
meaningful and important
Positive expectations for student
behavior and achievement
The teacher must expect students to
progress.
Personal responsibility for
student learning
Accepts accountability and shows a
willingness to examine performance
Strategies for achieving
objectives
Must plan for student learning, set
goals for themselves, and identify
strategies to achieve them.
Positive affect
Feels good about teaching, about self,
and about students.
Sense of control
Believes (s)he can influence student
learning
Test yourself: What is your level of self-efficacy in
the different areas related to teaching?
Please indicate your opinion to each of the questions below
1= strongly agree
6=strongly disagree
1.
The amount a student can learn is primarily
related to family background
2. When I really try I can get through even to
difficult students
3. I have the tools to write up interesting as well as
creative questions for my pupils
4. I can establish routines to keep activities running
smoothly in the classroom
full questionaire and scoring
Related links

complete scale for evaluation of teacher
self-efficacy
http://www.coe.ohio-state.edu/ahoy/TES22.pdf
Self efficacy and second language learning
http://www.nclrc.org/caidlr15.htm#BM1
 Affective strategies for developing a higher
sense of self-efficacy
http://www.nclrc.org/caidlr15.htm#BM2

Bibliography and further reading
Ashton & Webb, (1986) Making a
difference: Teachers’ sense of self-efficacy
and student achievement. New-York:
Longman.
 Bandura, (1982) Self efficacy: Toward a
unifying theory of behavioral change.
Psychological Review, 84, 191-215.
 Bandura, (1997) Self efficacy- the
exercise of control. New-York: Freeman.

Hope these terms and cognitive
processes helped you improve your
self-efficacy!