Original article | Turkish Journal of Teacher Education 2022, Vol. 11(2) 128-137
Research into Teachers Self-Efficacy in Ethiopian Secondary Schools
Abera Abate, Aynalem Tesfaye, Mekbib Alemu, Kassa Michael
pp. 128 - 137 | Manu. Number: MANU-2105-12-0002
Published online: December 30, 2022 | Number of Views: 22 | Number of Download: 391
Abstract
This paper aimed to critically comment on one research into teachers' self-efficacy entitled ‘Gender and School Type Differences in Self-efficacy (SE) in Teaching’ focusing on students' engagement, instructional strategies, classroom management, and overall efficacy by Butucha (2013). Butucha’s research is commented based on the definition of self-efficacy explained by Bandura (1982), influencing factors of teachers’ self-efficacy (TSE) by (Farrell & Weitman, 2007; Jones, 2011), efficacy measurement scale introduced by Tschannen-Moran and Hoy (2001), Framing teacher preparation research stated by (Cochran-Smith & Villegas, 2015) and Critiquing teacher preparation Research stated by Cochran-Smith et al. (2015). The major finding of Butucha's research that we commented: beginning teachers' in Ethiopia claim an average level of self-efficacy, efficacy in student engagement, instructional strategies, classroom management, and overall efficacy, as well as female beginning teachers in Ethiopia and those teaching in public school, tend to have a lower level of self-efficacy. Thus, our major comments are making an efficacy judgment comprehends an assessment of personal competence and an analysis of the task in terms of the resources, ways of teachers' training systems, and constraints that exist in particular teaching contexts (Tschannen-Moran, Hoy, & Hoy, 1998). So, the researcher has to analyze and conclude the findings based on the Ethiopian school context otherwise it may affect the credibility of the research findings. To generalize the findings as Ethiopian beginning teachers' self-efficacy, the researcher has to take a representative sample from different regions of Ethiopia. Otherwise, he has to generalize the finding for the Oromia region only based on the data collected. Moreover, any conclusions and reasons for findings should be supported by authorized evidence.
Keywords: Teachers’ Self-Efficacy, Student Engagement, Instructional Strategies, Classroom Management
| How to Cite this Article? |
|---|
|
APA 6th edition Harvard Chicago 16th edition |
| References |
|---|
|
Anthony, T. D., & Kritsonis, W. A. (2006). A mixed methods assessment of the effectiveness of strategic ementoring in improving the self-efficacy and persistence (or retention) of alternatively certified novice teachers within an inner city school district. Online Submission, 4(1). Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122. Bandura, A. (1997). Self-efficacy: The exercise of control: Macmillan. Bavdekar, S. B. (2016). Formulating the right title for a research. Journal of the Association of Physicians of India, 64(2), 53-56. Bembenutty, H. (2006). Teachers' self-efficacy beliefs, self-regulation of learning, and academic performance. Online Submission. Bogler, R., & Somech, A. (2004). Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior in schools. Teaching and Teacher Education, 20(3), 277-289. Butucha, K. (2013). Gender and school type differences in self-efficacy in teaching. Sky Journal of Educational Research, 1(4), 23-31. Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490. Cochran-Smith & Villegas. (2015). Framing teacher preparation research: An overview of the field. Journal of International Technology and Information Management, 66(1), 7-20. Cochran-Smith, M., Villegas, A. M., Abrams, L., Chavez-Moreno, L., Mills, T., & Stern, R. (2015). Critiquing teacher preparation research: An overview of the field, part II. Journal of Teacher Education, 66(2), 109-121. Creswell, J. W. (2013). Educational research: Planning, conducting, and evaluating: W. Ross MacDonald School Resource Services Library. Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self. Teaching and Teacher Education, 24(3), 751-766. Farrell, J. B., & Weitman, C. J. (2007). Action research fosters empowerment and learning communities. Delta Kappa Gamma Bulletin, 73(3), 36. FDGE, F. D. G. o. E. (1994). The education and training policy. Addis Ababa: Ministry of Education, Ethiopia. Ford, I. R. (2012). Teacher self-efficacy and its influence on student motivation. ETD Archive. 99. https://engagedscholarship.csuohio.edu/etdarchive/99 Gavora, P. (2010). Slovak pre-service teacher self-efficacy: Theoretical and research considerations. The New Educational Review, 21(2), 17-30. Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569. Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343-356. Jones, N. (2011). Structural impact: Cambridge university press. Joshi, R., & Verspoor, A. (2013). Secondary education in Ethiopia: Supporting growth and transformation: The World Bank. Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741. Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Engagement and emotional exhaustion in teachers: Does the school context make a difference? Applied Psychology, 57, 127-151. Klusmann, U., Kunter, M., Voss, T., & Baumert, J. (2012). Emotional exhaustion and job satisfaction of beginning teachers: the role of personality, educational experience and professional competence. Zeitschrift Fur Padagogische Psychologie, 26(4), 275-290. Kumar, R. (2011). Research methodology: A step-by-step guide for beginners. (3rd ed.). London: SAGE Publication Ltd. . Lauermann, F., & König, J. (2016). Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout. Learning and Instruction, 45, 9-19. Le Fevre, D. M. (2014). Barriers to implementing pedagogical change: The role of teachers' perceptions of risk. Teaching and Teacher Education, 38, 56-64. Mansour, N. (2009). Science teachers' beliefs and practices: Issues, implications and research agenda. International Journal of Environmental and Science Education, 4(1), 25-48. Maslach, C. (2003). Job burnout: New directions in research and intervention. Current Directions in Psychological Science, 12(5), 189-192. MOE, M. o. E. (2015). Education Sector Development Program V (ESDP V) 2015/2016 - 2019/2020. Addis Ababa: MOE. Odanga, S. J., Raburu, P. A., & Aloka, P. J. (2015). Influence of gender on teachers’ self-efficacy in secondary schools of Kisumu County, Kenya. Ormrod, J. E. (2006). Study Guide and Reader to Accompany"Educational Psychology-Developing Learners". Pearson, Merrill Prentice Hall. Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-service student-teacher self-efficacy beliefs: An insight into the making of teachers. Australian Journal of Teacher Education, 36(12), 4. Ross, J. A. (1992). Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education/Revue canadienne de l'education, 51-65. Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological monographs: General and Applied, 80(1), 1. Semela, T. (2014). Teacher preparation in Ethiopia: A critical analysis of reforms. Cambridge Journal of Education, 44(1), 113-145. Shibeshi, A., Mekonnen, D., Semela, T., & Endawoke, Y. (2009). Assessment of science education quality indicators in Addis Ababa, Bahir Dar, and Hawassa Universities. Quality of Higher Education in Ethiopian Public Institutions, 161-264. Smith, N. J. (2014). Vagueness, uncertainty and degrees of belief: Two kinds of indeterminacy—one kind of credence. Erkenntnis, 79(5), 1027-1044. Swackhamer, L. E., Koellner, K., Basile, C., & Kimbrough, D. (2009). Increasing the self-efficacy of inservice teachers through content knowledge. Teacher Education Quarterly, 36(2), 63-78. Swider, B. W., & Zimmerman, R. D. (2010). Born to burnout: A meta-analytic path model of personality, job burnout, and work outcomes. Journal of Vocational behavior, 76(3), 487-506. Tenaw, Y. A. (2013). Relationship between self-efficacy, academic achievement and gender in analytical chemistry at Debre Markos College of teacher education. African Journal of Chemical Education, 3(1), 3-28. Tesfaye, S. K. (2003). Teachers’ working conditions and their impact on plan to stay in their career in sub-Saharan Africa: The case of Southern Ethiopia (Unpublished doctoral dissertation). Eberhard-Karls-Universität Tübingen. Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. Tschannen-Moran, M., & Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27(4), 751-761. Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. Ware, H., & Kitsantas, A. (2007). Teacher and collective efficacy beliefs as predictors of professional commitment. The Journal of Educational Research, 100(5), 303-310. Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015.
|
