Teachers' beliefs on teachers' efficacy and teachers' behaviour in the classroom / Nor Aizah Nayan

From Bandura's definition of self-efficay emerged a definition of teacher efficacy as a "teacher's judgments of their ability to organize and accomplish specific teaching tasks in order to produce the desired achievement of student outcomes (Tschannen-Moran & Woolfolk Hoy, 2001)....

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Main Author:	Nayan, Nor Aizah
Format:	Thesis
Language:	English
Published:	2015
Subjects:	Teaching aids and devices Observation (Educational methods)
Online Access:	https://ir.uitm.edu.my/id/eprint/14902/1/TM_NOR%20AIZAH%20NAYAN%20ED%2015_5.pdf
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spelling	my-uitm-ir.149022016-10-10T01:23:33Z Teachers' beliefs on teachers' efficacy and teachers' behaviour in the classroom / Nor Aizah Nayan 2015 Nayan, Nor Aizah Teaching aids and devices Observation (Educational methods) From Bandura's definition of self-efficay emerged a definition of teacher efficacy as a "teacher's judgments of their ability to organize and accomplish specific teaching tasks in order to produce the desired achievement of student outcomes (Tschannen-Moran & Woolfolk Hoy, 2001). Teachers' sense of efficacy has been found to be related to the actual teacher behaviour in classroom practices. Teachers with highly efficacious for teaching are likely perceived positive attitudes in managing their classes successfully (Henson, 2001).Efficacious teachers tend to exhibit high enthusiasm in teaching-learning activity, show strong commitment and positive attitudes about teaching, more open to educational reforms as well as in implementing and experimenting new teaching methods (Guskey, 1998; Stein & Wang, 1998). Therefore, this study was conducted with the aim to discover the teachers' beliefs on teacher efficacy and teacher behaviour in the classroom. A total of 120 secondary school teachers in Petaling Utama District were selected by using simple random method and 97 teachers responded to the questionnaire. This study employed descriptive, correlation research design. The data were collected using a questionnaire and open-ended questions.The quantitative data were statically analyzed using SPSS version 21 while the open-ended questions were analyzed using thematic analysis. The three dimensions of teacher efficacy were studied: efficacy of student engagement, efficacy of instructional strategies and efficacy of classroom management. The findings revealed that teachers are mostly perceived sense of efficacy at high level for each dimension. The following finding reported that the respondents exhibit positive perceptions towards the three dimensions of teacher efficacy. The study also explores the level of teachers' beliefs on teacher behaviour from the perspectives of behaviour management and instructional management. The findings showed that most teachers are having high belief on teacher behaviour in terms of behaviour management and instructional management. The following finding reported the respondents' exhibits positive perceptions towards behaviour management and instructional management. The findings of this study imply the importance of self-efficacy regarding its powerful influence on teacher effectiveness and therefore is hoped to contribute useful insights of the teachers' beliefs on teacher efficacy and teacher behaviour as well as the teaching process. 2015 Thesis https://ir.uitm.edu.my/id/eprint/14902/ https://ir.uitm.edu.my/id/eprint/14902/1/TM_NOR%20AIZAH%20NAYAN%20ED%2015_5.pdf text en public mphil masters Universiti Teknologi MARA Faculty of Education
institution	Universiti Teknologi MARA
collection	UiTM Institutional Repository
language	English
topic	Teaching aids and devices Observation (Educational methods)
spellingShingle	Teaching aids and devices Observation (Educational methods) Nayan, Nor Aizah Teachers' beliefs on teachers' efficacy and teachers' behaviour in the classroom / Nor Aizah Nayan
description	From Bandura's definition of self-efficay emerged a definition of teacher efficacy as a "teacher's judgments of their ability to organize and accomplish specific teaching tasks in order to produce the desired achievement of student outcomes (Tschannen-Moran & Woolfolk Hoy, 2001). Teachers' sense of efficacy has been found to be related to the actual teacher behaviour in classroom practices. Teachers with highly efficacious for teaching are likely perceived positive attitudes in managing their classes successfully (Henson, 2001).Efficacious teachers tend to exhibit high enthusiasm in teaching-learning activity, show strong commitment and positive attitudes about teaching, more open to educational reforms as well as in implementing and experimenting new teaching methods (Guskey, 1998; Stein & Wang, 1998). Therefore, this study was conducted with the aim to discover the teachers' beliefs on teacher efficacy and teacher behaviour in the classroom. A total of 120 secondary school teachers in Petaling Utama District were selected by using simple random method and 97 teachers responded to the questionnaire. This study employed descriptive, correlation research design. The data were collected using a questionnaire and open-ended questions.The quantitative data were statically analyzed using SPSS version 21 while the open-ended questions were analyzed using thematic analysis. The three dimensions of teacher efficacy were studied: efficacy of student engagement, efficacy of instructional strategies and efficacy of classroom management. The findings revealed that teachers are mostly perceived sense of efficacy at high level for each dimension. The following finding reported that the respondents exhibit positive perceptions towards the three dimensions of teacher efficacy. The study also explores the level of teachers' beliefs on teacher behaviour from the perspectives of behaviour management and instructional management. The findings showed that most teachers are having high belief on teacher behaviour in terms of behaviour management and instructional management. The following finding reported the respondents' exhibits positive perceptions towards behaviour management and instructional management. The findings of this study imply the importance of self-efficacy regarding its powerful influence on teacher effectiveness and therefore is hoped to contribute useful insights of the teachers' beliefs on teacher efficacy and teacher behaviour as well as the teaching process.
format	Thesis
qualification_name	Master of Philosophy (M.Phil.)
qualification_level	Master's degree
author	Nayan, Nor Aizah
author_facet	Nayan, Nor Aizah
author_sort	Nayan, Nor Aizah
title	Teachers' beliefs on teachers' efficacy and teachers' behaviour in the classroom / Nor Aizah Nayan
title_short	Teachers' beliefs on teachers' efficacy and teachers' behaviour in the classroom / Nor Aizah Nayan
title_full	Teachers' beliefs on teachers' efficacy and teachers' behaviour in the classroom / Nor Aizah Nayan
title_fullStr	Teachers' beliefs on teachers' efficacy and teachers' behaviour in the classroom / Nor Aizah Nayan
title_full_unstemmed	Teachers' beliefs on teachers' efficacy and teachers' behaviour in the classroom / Nor Aizah Nayan
title_sort	teachers' beliefs on teachers' efficacy and teachers' behaviour in the classroom / nor aizah nayan
granting_institution	Universiti Teknologi MARA
granting_department	Faculty of Education
publishDate	2015
url	https://ir.uitm.edu.my/id/eprint/14902/1/TM_NOR%20AIZAH%20NAYAN%20ED%2015_5.pdf
_version_	1783733326550401024

Teachers' beliefs on teachers' efficacy and teachers' behaviour in the classroom / Nor Aizah Nayan

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