Slovak Pre-Service Teacher Self-Efficacy: Theoretical and Research Considerations
By P. Gavora. The New Educational Review, 2010
126 citations recorded by the source corpus.
The concept of self-efficacy was originally developed by Albert Bandura, and has been defined as a personal belief that one is capable of performing in an appropriate and effective manner to attain certain goals. As such, self-efficacy is a self-system that controls most personal activity, including appropriate use of professional knowledge and skills. Teacher self-efficacy is a belief that teachers have about their abilities and skills as educators. Teacher self-efficacy has been shown to be an important characteristic of the teacher and one strongly related to success in teaching. Unfortunately, however, effective measurement of teacher self-efficacy has been limited in part by geography. Therefore, described herein is a validation study for the Teacher Efficacy Scale in Slovakia. A shortened version of the original Gibson and Dembo questionnaire was translated into Slovak and administered to a sample of pre-service teachers in Bratislava. The obtained score data were factor-analyzed. Two relatively independent factors emerged: personal teaching efficacy and general teaching efficacy. The two factors accounted for 43.4 % of the explained variance and the coefficient alpha for each factor was .73. Preservice students’ scores on both teaching self-efficacy and general teaching efficacy exceeded the midpoint of the scales, indicating they had positive self-efficacy. Comparisons with other studies with similar samples in three countries showed surprisingly similar results.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/f284be870680436674ae2c02038c595e43fded01
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Citations in the corpus
- Factors Influencing Preservice Teachers' Intention to Use Technology: TPACK, Teacher Self-efficacy, and Technology Acceptance Model (2018, background): “Teacher self-efficacy refers to “the teacher’s personal belief in ability to plan instruction and accomplish instructional objectives” (Gavora, 2010, p. 18).”
- Are we building preservice Teacher self-efficacy? A large-scale study examining Teacher education experiences (2018, unknown): “Studies specifically examining preservice teacher self-efficacy have been conducted in Greece (Poulou, 2007), Bangladesh (Ahsan, Sharma, & Deppeler, 2012), Spain (de la Torre Cruz & Casanovas Arias, 2007), Turkey (Cakiroglu, Cakiroglu, & Boone, 2005), Slovakia (Gavora, 2010), Australia (Mergler & Ta”
- The impacts of teacher's efficacy and motivation on student's academic achievement in science education among secondary and high school students (2018, background): “As Gavora (2010) stated, teacher self-efficacy can be seen as a strong selfregulatory characteristic that enables teachers to use their potentials to enhance students’ learning.”