Teaching Efficacy in the Classroom: Skill Based Training for Teachers' Empowerment

Autor/inn/en	Karimzadeh, Mansoureh; Salehi, Hadi; Embi, Mohamed Amin; Nasiri, Mehdi; Shojaee, Mohammad
Titel	Teaching Efficacy in the Classroom: Skill Based Training for Teachers' Empowerment
Quelle	In: English Language Teaching, 7 (2014) 8, S.106-115 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Teacher Effectiveness; Self Efficacy; Social Development; Emotional Development; Skill Development; Faculty Development; Elementary School Teachers; Grade 4; Grade 5; Foreign Countries; Experimental Groups; Control Groups; Comparative Analysis; Interpersonal Competence; Questionnaires; Statistical Analysis; Program Effectiveness; Pretests Posttests; Hypothesis Testing; Multivariate Analysis; Iran + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Soziale Entwicklung; Gefühlsbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Interpersonale Kompetenz; Fragebogen; Statistische Analyse; Hypothesenprüfung; Hypothesentest; Multivariate Analyse
Abstract	This study aims to use an experimental research design to enhance teaching efficacy by social-emotional skills training in teachers. The statistical sample comprised of 68 elementary teachers (grades 4 and 5) with at least 10 years teaching experience and a bachelor's degree who were randomly assigned into control (18 female, 16 male) and experimental (20 female, 14 male) groups. During ten weekly sessions of training the experimental groups learned a set of social-emotional skills (interpersonal-intrapersonal skills). Bar-On social emotional scales (adult version) and a researcher-made questionnaire for teaching efficacy were used to collect the required data. Independent t-tests, mix models of variance, multivariate analyses of variance, and regressions were used to compare the mean of social-emotional intelligence and its components and teaching efficacy differences between and within groups. The results showed that training had a significant effect on increasing social emotional skills and its components of the experimental group teachers. This research also showed a positive correlation between the enhancement of emotional skills and effective teaching. To be most effective, emotional skills training programs need to be applied in the classroom consistently across the curriculum, and teachers' involvement with these skills is needed to promote their social-emotional abilities. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01