Relation of Teacher Self-Efficacy and Classroom Practices: A Preliminary Investigation

Autor/inn/en	Poulou, Maria S.; Reddy, Linda A.; Dudek, Christopher M.
Titel	Relation of Teacher Self-Efficacy and Classroom Practices: A Preliminary Investigation
Quelle	In: School Psychology International, 40 (2019) 1, S.25-48 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034318798045
Schlagwörter	Self Efficacy; Teacher Effectiveness; Teacher Characteristics; Teacher Attitudes; Behavior Modification; Teaching Methods; Classroom Techniques; Foreign Countries; Preschool Teachers; Elementary School Teachers; Secondary School Teachers; Positive Reinforcement; Feedback (Response); Student Centered Learning; Direct Instruction; Greece + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Behaviour modification; Verhaltensänderung; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Griechenland
Abstract	Teachers' perceptions of self-efficacy are one of the few individual characteristics that predict teacher practice. There is limited research linking teachers' perceptions of self-efficacy and actual classroom practices. The study examined teacher' perceptions of self-efficacy and actual instructional and behavior management practices using the Classroom strategies assessment system (CSAS), a multidimensional validated observation system. Fifty-eight Greek teachers completed the Teacher sense of efficacy scale (TSES) and were observed using the CSAS by independent observers. Significant differences between teachers' self-reported self-efficacy and observers' ratings were found in the domain of instructional strategies. Implications for research, professional development and school psychological practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01