Relationship between Sources and Teachers' Sense of Efficacy among Novice Teachers in Selangor, Malaysia
This study attempts to investigate novice teachers' sources of efficacy in relation to the application of knowledge in Educational Psychology. The study is aimed to identify which particular source of efficacy information and other demographic factors, such as novice teachers' gender, e...
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| 主要作者: | |
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| 格式: | Thesis |
| 語言: | English English |
| 出版: |
2007
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| 主題: | |
| 在線閱讀: | http://psasir.upm.edu.my/id/eprint/9401/1/FPP_2007_20.pdf |
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| 總結: | This study attempts to investigate novice teachers' sources of efficacy in
relation to the application of knowledge in Educational Psychology. The study
is aimed to identify which particular source of efficacy information and other
demographic factors, such as novice teachers' gender, ethnic group, subject
matter knowledge best function as factors that instill higher efficacy beliefs
among novice teachers. The two instruments used were the Teacher Sense of
Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy
(2001), and the Sources of Teacher Efficacy Inventory (STEI) developed by the
researcher. The questionnaires were administered to a sample of 160 novice
teachers from 102 secondary schools in the District of Petaling and Klang in
Selangor. The findings indicated that the novice teachers demonstrated a moderate level of teachers' sense of efficacy (M=3.85, SD=0.38). The majority
of 66.9% novice teachers fall into the moderate level of teachers' sense of
efficacy group. They also perceived a moderate level of all four sources of
efficacy, namely mastery experience (M=3.58, SD=0.33), vicarious experience
(M=3.82, SD=O.32), social persuasion (M=3.85, SD=0.32), and physiological or
emotional arousal (M=3.61, SD=0.38). There was a strong and significant
positive correlation between the mastery experience and teachers' sense of
efficacy [r = 0.71, p < 0.05], a moderately low and significant positive
correlation between the vicarious experience and teachers' sense of efficacy
[r = 0.33, p < 0.05], a moderately strong and significant positive correlation
between the social persuasion and teachers' sense of efficacy [r =0.46,
p < 0.05J, and a weak but significant negative correlation between the
physiological or emotional arousal and teachers' sense of efficacy [r = -0.17,
p < 0.05]. There was no significant difference in novice teachers' sense of
efficacy in relation to gender [t(158)=0.73, p>0.05)], ethnic groups
[F(2,157)=0.42, p>0.05], and subject matter knowledge [t(158)=0.56, p>0.05].
This shows that the demographic variables do not affect teachers' senses of
efficacy. The three sources of efficacy, namely mastery experience, vicarious
experience, and social persuasion were identified as the predictors of teachers'
sense of efficacy [Adjusted R2 = 0.50, F(3, 155) = 53.16, p<O.OI]. The
implication of the study on the theory and practice of teachers' sense of efficacy
was discussed. Suggestions and recommendations were offered to enhance and
foster senses' of efficacy among the novice teachers. |
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