A Qualitative Inquiry on Sources of Teacher Efficacy in Teaching Low-Achieving Students

Autor/inn/en	Wang, Li-Yi; Tan, Liang-See; Li, Jen-Yi; Tan, Irene; Lim, Xue-Fang
Titel	A Qualitative Inquiry on Sources of Teacher Efficacy in Teaching Low-Achieving Students
Quelle	In: Journal of Educational Research, 110 (2017) 2, S.140-150 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2015.1052953
Schlagwörter	Low Achievement; Teaching Methods; Self Efficacy; Qualitative Research; Secondary School Students; Secondary School Teachers; At Risk Students; Information Sources; Teacher Effectiveness; Semi Structured Interviews; Helping Relationship; Academic Achievement; Pedagogical Content Knowledge; Educational Opportunities; Classroom Techniques; Personality Traits; Teacher Administrator Relationship; Criticism; Recognition (Achievement); Collegiality; Emotional Experience; Prior Learning; Foreign Countries; Observation; Singapore + Suchen Sie Ihr Suchwort? Unterdurchschnittliche Leistung; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Qualitative Forschung; Sekundarschüler; Information source; Informationsquelle; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Helfende Beziehung; Schulleistung; Pädagogische Kompetenz; Bildungsangebot; Bildungschance; Klassenführung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Kritik; Soziale Anerkennung; Kollegialität; Vorkenntnisse; Ausland; Beobachtung; Singapur
Abstract	Developing a high level of efficacy can be challenging to teachers who work with low-achieving students. The authors adopted a pragmatic qualitative research design to investigate the sources of efficacy information reported by five high-efficacy teachers and four low-efficacy teachers of secondary low-achieving students in Singapore. The results show that the psychological sources of information postulated by Albert Bandura (i.e., mastery experiences, verbal persuasion, vicarious experience, and physiological and emotional arousal), are valid but insufficient to explain high teacher efficacy. Three additional nonpsychological sources of information, including teachers' knowledge about students, rapport with students, and previous working experiences, also played significant roles in the creation of high teacher efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01