The Three Concepts Of Teacher Efficacy

Educational research contributes many factors to effective teaching and the effective teacher. Beliefs and values that guide the research change by the decade, however, most of the research agrees that the highest impact on achievement is the teacher. The writer feels that the three factors Marzano pinpoints are ones truly necessary to guide effective teachers. He states “the act of teaching is a holistic endeavor. Effective teachers employ effective instructional strategies, classroom management techniques, and classroom curricular design in a fluent, seamless fashion”. (Marzano, p.77) By combining these three key components, the teacher will do what is necessary to foster student achievement.

Mr. Evans even cites the use of instilling self efficacy in students. He mentions famous psychologists like Albert Bandura.(p33) Bandura was a very important psychologist who defined self efficacy as a persons belief in his or her ability to succeed in a particular situation. Mr. Evans says that teachers should lead by example, if the teacher is motivated and loves the material being taught, then the students will engage in the material with the same

There are many concepts to self-efficacy. To be self-efficient means that one is able and willing to do things for oneself. It’s having a belief that you can accomplish your goals. To believe in yourself and your abilities is very important because by believing in yourself you make it much easier to reach and complete any task you set your mind to. You will motivate yourself to get the job done therefore, you will reach your academic goals. This will become very important when talking about education and the interaction in a classroom. When referring to the influence of high and low self-efficacy on influence learning, having high levels of self-efficacy will always bring positive outcomes to the student. The student will always try it’s best to

(2003). Classroom behaviour problems: The relationship between preparedness, classroom experiences, and self-efficacy in graduate and student teachers. Australian Journal of Educational and Developmental Psychology, Vol.3, pp.21-34.

Maddux (2016) stated self-efficacy beliefs are influenced primarily by two interacting factors. The first is the improvement of the ability for symbolic thinking, distinct capacities for understanding cause-and-effect connections and individual observation and self-reflection. The second, the development of self-efficacy expectations denotes the responsiveness of circumstances to a child’s efforts at direction and control. Conditions that are sensitive to the child’s activities promote the growth of self-efficacy beliefs, whereas situations that do not respond to the child’s actions hinder their development. That is in direct variation to the research of Bandura (1986) where self-efficacy was indicated as a variable that makes a difference in how people feel, think, and act reported once an action has occurred, significant self-efficacious personalities invest more effort and persist longer than those who are low in self-efficacy. The significance of Maddux’s research is that it creates a need for organizational leaders to understand individual personality traits, which encourages exploration, which typically leads to actions that produce results, which in turn strengthens the self-efficacy beliefs (Maddux & Gosselin, 2012; cited in Maddux,

This article shows that effective teachers must be skilled in their subject area and have a broad knowledge of pedagogical materials. Mastery of content is of the highest importance, in order, for teachers to effectively understand the objectives of the various lessons that they are required to teach. Teachers should possess an awareness of knowledge relating to how students best accept new information.

In reading the article, “Managing Your Classroom for Success,” I was incredibly excited to know that the article was written by Rosemary and Harry Wong. In my previous research on classroom management, I learned that Harry Wong was one of the most sought after speakers on teacher effectiveness.

One third of teachers will leave the field within three years and nearly fifty percent will leave before they reach five years (Sadker 374). This startlingly high statistic does not need to be set in stone. While there are certainly many reasons why a nascent teacher might choose to leave the career, many leave for the simple reason that they are insufficiently prepared to meet its demands. This loss of qualified yet under prepared teachers can be easily curtailed by dedicated programs of professional development and teacher inductions.

I agree with your thinking here; there must be a more effective way to assess teacher effectiveness than based mostly on how students perform on a test. I had not considered that teachers are not seen as true professionals I wonder if that may be a part of the push to use student test scores as an evaluative tool for professionalism. Playing the devil's advocate, I can understand how the general public, who have not stepped into the classroom and experienced the demands of teaching would see a benefit in using the test scores as an evaluative tool. From their worldview and limited knowledge test scores appear to be tangible assessment-if students score high this means the teachers and schools are doing their job. However,

Bandura (1977) derived Self-efficacy as a sub-theory stemming from Social cognitive theory. This was defined by Bandura as “Belief’s in one’s capabilities to organize and execute the courses of action required to produce given attainments.”

Social Learning Theory emphasises the principles of learning through the observation of others, this is where the concept of self efficacy is derived from. Defined by Bandura (1977), self efficacy is ‘the belief in ones capabilities to organise and execute the courses of action required to produce given attainments’. Simply put, self efficacy is how an individual perceives their control over their own ability to complete behaviours and reach goals set. The belief that a behaviour will lead to a particular outcome, known as outcome expectancies is important in determining behaviour, incorporating self efficacy and ones beliefs that they are capable of reaching goals.

According to Zimmerman (2001), Bandura firstly pointed out that the influences of self-efficacy on academic performance is measured by the level of difficulties of the task, the generality of the task, and the strength of believe to perform. To illustrate, Bandura records the types of tasks and the level of difficulties together with the strength of self-efficacy will be influenced the difficulty of the tasks. In other words, the perceived self-efficacy only make sense when the task and the difficult level are provided. Furthermore, according to Zimmerman (2001), the generality of the tasks is very low because the self-efficacy is very sensitive to environmental influences. That is, when self-efficacy aims at a specific task, it does not fit other tasks.

Teacher efficacy is important to a teacher because it is a belief that teachers that they can make a difference in student learning. High efficacy teachers have more confident in their teaching but low efficacy teachers have negative teaching behaviour because they lack of confident. Teachers with low efficacy are more likely to criticize students as compared to teachers with higher levels of efficacy. Teachers with low efficacy are more likely to avoid subjects with which they are uncomfortable. Teacher efficacy beliefs had a stronger relationship to positive changes in low-achieving students' self and task perceptions in math as compared to higher-achieving students (Salloum, S. J. , 2011). Teachers with high levels of efficacy have a positive impact on student performance because teacher efficacy will influence student self and task

Teacher sense of self-efficacy is an important component of educational research and is relevant to teacher performance and student achievement. Despite a theoretical cadre of some confusion, the concept of self -efficacy is mostly contextual and vastly use in the educational domain as we move forward in the 21st century classroom, in the United States, and abroad. For instance although Bandura’s theory established that the four sources of self-efficacy are- mastery experiences, vicarious experiences, social persuasion and emotional and psychological states (Bandura, 1995), some researchers are considering “mastery experience” as the most important (Sander & Sanders, 2006 , p30) and for others the most important source is “past-performance” (West, Lunenberg & Hines, 2014, p 46).

They claim that confidence is one of the most important characteristic that influence teachers’ effectiveness in classroom management. Giallo and Little (2003, 22) based on the previous statement of Evans & Tribble accept that less confident teachers seem more vulnerable to stressful classrooms. They maintain the theory that the classroom stress is a reason for giving up a teacher’s career. In school the stress can be overcome through involving of drastic measures concerning managing a good discipline.