Teacher Efficacy Issues in the Practice of Novice Teachers

By Laura Onafowora. 2005

150 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7e3e288c30701caec38870f95b28265ee5428dd2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? (2011, methodology): “…procedures was used in the qualitative research, including individual interviews (e.g., Cantrell and Callaway 2008), focus group interviews (e.g., Onafowora 2005), observation of teachers in situ (e.g., Bruce and Ross 2008), open-ended responses on surveys (e.g., Cheung 2008), and “talk-aloud”…”
Novice teachers and how they cope (2014, background): “During this phase, which lasts from the first few weeks and months through the first year, everything can seem unfamiliar and strange (Cains & Brown, 1998; Ginns & Watters, 1996; Onafowora, 2005.).”
Teacher Efficacy In the Context of Teaching Low Achieving Students (2008, background): “The findings are consistent with other research studies that point overwhelmingly to classroom management as a major challenge faced by novice teachers (de la Torre Cruz and Arias 2007; Onafowora 2004).”
Best Practice or Most Practiced? Pre-service Teachers' Beliefs about Effective Behaviour Management Strategies and Reported Self-efficacy (2008, background): “Additional concerns pertain to the reliability of self-report measures, with Onafowora (2005) observing that while the novice teachers in her study expressed a high level of self-efficacy on the scales, their oral and written responses indicated lower levels of confidence.”
The Impact of Principal Leadership Behaviors on the Efficacy of New and Experienced Middle School Teachers (2011, background): “Studies have shown that efficacy tends to stabilize around the third year of service, and is more difficult to change with increasing years of experience (Onafowora, 2005; Wolters & Daugherty, 2007; Woolfolk Hoy, 2000).”
Benefits of Collaborative Action Research for the Beginning Teacher. (2009, background): “These issues can potentially overshadow instruction and are particular challenges for beginning teachers to overcome (Onafowora, 2005).”
The Effects of Professional Development Initiatives on EFL Teachers' Degree of Self Efficacy (2011, background): “Much along the same line, Onafowora (2005) in her research on the issues of self- efficacy of novice teachers focused on the ways to enhance self-efficacy of teachers at the beginning of their teaching career.”