A Report of the Responses of Botswana Junior Secondary School Teachers on the Three Subscales of the Teachers' Sense of Efficacy Scale (TSES)

Autor/in	Dibapile, Waitshega Tefo Smitta
Titel	A Report of the Responses of Botswana Junior Secondary School Teachers on the Three Subscales of the Teachers' Sense of Efficacy Scale (TSES)
Quelle	In: Journal of International Education Research, 8 (2012) 2, S.145-154 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-0979
Schlagwörter	Teacher Effectiveness; Learner Engagement; Educational Strategies; Self Efficacy; Social Sciences; Foreign Countries; Classroom Techniques; Secondary School Teachers; Teacher Surveys; Teacher Attitudes; Correlation; Teaching Methods; Statistical Analysis; Botswana + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrstrategie; Self-efficacy; Selbstwirksamkeit; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Ausland; Klassenführung; Lehrerverhalten; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse
Abstract	The focus of this paper is to present the findings of the study on teacher efficacy and classroom management. To collect data a survey was administered to 1006 Botswana participants. Out of 1006 participants only 6 did not complete the survey. Pearson-product moment correlation was computed to analyze the data using Statistical Package of Social Sciences (SPSS). Pearson shows a correlation for the three subscales at 0.01 level (2- tailed). For Instructional Strategies and Student Engagement r = 0.412, Student Engagement and Classroom Management r = 0.589 and Instructional Strategies and Classroom Management r = 0.589. For teacher practices items the results show that there is no significant relationship between the positive and negative practices reported by the teachers in regard to classroom management, student engagement, and instructional strategies. Bonferroni adjustment which changes from 0.05 to 0.017 shows no significant relationships. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10