The purpose of this study is to provide an opportunity for reflection to focus on personal self-efficacy as a teacher. Teaching efficacy and personal teaching efficacy are two components derived from the concept of self-efficacy originated by Bandura (1977, 1982). Ashton and Webb (1986) applied the concept to teaching, defining a sense of teaching efficacy as the set of expectations related to the impact of teaching on student performance despite variables such as student ability and family background.
And as the summary of findings that a personal teaching efficacy is a teacher’s perception of his or her own teaching capabilities and the belief that one can employ these capabilities to bring about student learning.
(DiBella-McCarthy, H. , McDaniel, EA. , & Miller, R. (1995) Altering your current beliefs about teaching and students can increase sense of teaching efficacy. Four suggestions made on accomplishing this; 1) Develop a positive mindset to enhance sense of teaching efficacy.
; 2) Believe in the potential of your students in getting to know them and their needs because it can help you set more appropriate instructional goals.
; 3) Establish realistic expectations for your students and yourself to determine student’s current level of performance and set appropriate instructional objectives and lastly ;4) Actively seek support from home and school to enhance self-esteem and enhanced efficacy since attitudes are shaped in part by the support received from colleagues. Empowering teachers is one way to enhance efficacy
( Ashton & Webb, 1986). Summary of Findings and the Problem or Statement A teachers’ efficacy is a powerful predictor of how and whether a teacher will act.
Teacher self-efficacy is the belief that one is capable of exercising personal control over one’s behavior, thinking, and emotions. Effective teachers believe that they can make a difference in children’s lives, and they teach in ways that demonstrate this belief. What teachers’ believe about their capability is a strong predictor of teacher effectiveness. People who hold strong self-efficacy beliefs tend
– to be more satisfied with their job (Trentham, Silvern, & Brogdon, 1985) – to demonstrate more commitment (Trentham, et al. 1985), and – to have lower absenteeism (McDonald & Siegall, 1993). Teachers who have high self-efficacy, tend – to persist in failure situations (Gibson & Dembo, 1984) – to take more risks with the curriculum (Guskey, 1988) – to use new teaching approaches (Gibson & Dembo, 1984) – to get better gains in children’s achievement (Brookover et al. 1979) – to have more motivated students (Midgely et al. 1989). Teachers’ sense of efficacy is a little idea with big impact.
Teachers’ judgment of their capability to impact student outcomes has been demonstrated to effect teacher behavior, student attitudes and student achievement. We need to know more about how these beliefs are formulated and sustained throughout the teaching career. Although interpersonal support does not seem to play a major role, at least the way schools are currently structured, this study has offered an earnest beginning in the search for the sources that impact teachers sense that they can make a difference ( Megan Tschannen-Moran, Woolfolk Hoy, A & Hoy,W. K. 1998).
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McDonald, T. , & Siegall, M. (1993). The effects of technological self-efficacy and job focus on job performance, attitudes and withdrawal behaviors. Journal of Psychology, 5, 465-475. Midgely, C. , Feldlaufer, H. , & Eccles, J. S (1989). Change in teacher efficacy and student self-and-task-related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81 (2), 247-258. Trentham, L. , Silvern, S. , & Brogdon, R. , (1985). Teacher efficacy and teacher competency ratings. Psychology in the Schools, 22 (3), 343-352.