Download or read book An Examination of Teacher Self efficacy Teacher student Relationships Trust Student Engagement and Student Social Capital written by Kirstie S. Carter-Penny and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Influence of Teacher Student Relationships and Feedback on Students Engagement with Learning written by Roger Wood and published by Cambridge Scholars Publishing. This book was released on 2018-06-11 with total page 365 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a potential hierarchy between the three basic psychological needs central to Self-Determination Theory (SDT). Findings from the author’s research suggest that the motivation to exercise autonomy is an outcome that is cumulatively influenced by the perceived quality of the teacher-student relationship and students’ perceived competence within specific learning contexts and with a specific teacher. These findings are the basis for three hypotheses regarding students’ motivation to engage with learning activities. The first is that perceived competence is informed by and reciprocally informs the quality of the teacher-student relationship. The second is that students’ perceived competence and the quality of the teacher-student relationship have a combined impact upon students’ autonomous motivation. The final posit is that a teacher can be autonomy supportive both prior to and during activities where students have opportunities to exercise their autonomy. Such autonomy support includes the influence of teacher feedback upon students’ perceived competence and their subsequent motivation to autonomously engage with learning activities. This research begins to unravel such motivational interplay through an SDT-informed model, which is used as the basis for discussing the specific influence of teacher feedback and autonomy support upon students’ engagement with learning activities in formal learning settings. The findings and model are worthy of further testing and development, as part of the wider agenda of student engagement, wellbeing and positive psychology prevalent in educational research, education psychology, and the philosophy of social motivation.

Download or read book Examining Factors that Influence Teachers Self efficacy and Teacher student Interactions written by Janine Lynn Weiss and published by . This book was released on 2017 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study explored elementary teachers' perceptions of what factors impact teacher self-efficacy and teacher-student interactions. Instruments used in this study include a researcher-designed survey, consisting of selected-response, Likert scale, and open-ended questions. Individual interviews with participants were also conducted. Forty-nine elementary teachers in two Pennsylvania school districts completed the selected-response and Likert scale questions, while 47 of the teachers completed the open-ended response questions. Thirteen of the 49 teachers participated in individual interviews. Findings from teachers in both Title I and non-Title I public schools were collected and analyzed to produce the data. The results of the study identified building principals, parents, professional development, accessibility to resources, and time for collegial collaboration as having influenced teacher self-efficacy. Impediments to the development of teacher self-efficacy include a lack of support and trust from the principal and parents, poor professional development, and a lack of resources or adequate time for collegial collaboration. Additional findings identified student motivation, demonstration of preferable academic attributes, mutual trust between teacher and student, and teachers' attitude as impacting teacher-student interactions. Hindrances to positive teacher-student interactions include inappropriate student behaviors, lack of home-based resources, poor student engagement, lack of mutual trust, and teachers' attitude. While students' social capital was identified as a factor for non-Title I teachers, it had very little impact on Title I teachers. Title I teachers, however, demonstrated that students' academic attributes affect their teacher-student relationship, but non-Title I teachers indicated no impact.

Download or read book An Analysis of Teacher Self efficacy Teacher Trust and Collective Efficacy in a Southwest Texas School District written by Jeanette Ball and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to investigate relationships among teacher selfefficacy, trust, and collective efficacy among teachers in a southwest Texas school district. The research included three established surveys combined to create a single survey. A multivariate analysis of variance was conducted to analyze the data from the survey. The study analyzed the results of surveys completed by 746 teachers. The surveys completed were the Teachers' Sense of Self-Efficacy Scale, Collective Efficacy Scale, and Omnibus T-Scale. Factors considered in the analysis of data included gender, number of years of experience, ethnicity, and the level of mentorship provided. A multivariate analysis of variance was conducted to assess if differences exist in the Teachers' Sense of Self-Efficacy Scale subscales of student engagement, instructional strategies, classroom management, Omnibus T-Scale subscale of trust in principal, trust in colleagues, trust in clients, and collective efficacy between schools. The results suggest that simultaneous differences exist in dependent variables between schools. However, further analysis also showed all schools with the exception of one scored higher than 84 percent of the standardized school sample in trust in students' ability to perform. In comparing survey responses across teacher demographics, results showed gender differences in trust in principal, trust in clients, and collective efficacy. When comparing the responses to national averages, the results were as follows: self-efficacy showed patterns that were below average, trust showed patterns that were above average, and collective efficacy was average. This research study contributes to the theoretical rationale explaining the relationship between self-efficacy, collective efficacy, and trust. Further research could be done in the area for school administrators to improve student achievement through working to raise collective efficacy beliefs and trust of their faculty.

Download or read book International Research Handbook on Values Education and Student Wellbeing written by Terence Lovat and published by Springer Science & Business Media. This book was released on 2010-08-05 with total page 1011 pages. Available in PDF, EPUB and Kindle. Book excerpt: Informed by the most up-to-date research from around the world, as well as examples of good practice, this handbook analyzes values education in the context of a range of school-based measures associated with student wellbeing. These include social, emotional, moral and spiritual growth – elements that seem to be present where intellectual advancement and academic achievement are being maximized. This text comes as ‘values education’ widens in scope from being concerned with morality, ethics, civics and citizenship to a broader definition synonymous with a holistic approach to education in general. This expanded purview is frequently described as pedagogy relating to ‘values’ and ‘wellbeing’. This contemporary understanding of values education, or values and wellbeing pedagogy, fits well with recent neuroscience research. This has shown that notions of cognition, or intellect, are far more intertwined with social and emotional growth than earlier educational paradigms have allowed for. In other words, the best laid plans about the technical aspects of pedagogy are bound to fail unless the growth of the whole person – social, emotional, moral, spiritual and intellectual, is the pedagogical target. Teachers and educationalists will find that this handbook provides evidence, culled from both research and practice, of the beneficial effects of such a ‘values and wellbeing’ pedagogy.

Download or read book Student Teacher Relationship Quality Research Past Present and Future written by Matteo Angelo Fabris and published by Frontiers Media SA. This book was released on 2022-11-24 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Self efficacy and Its Correlation with Student Language Arts Performance written by Kenyetta Indaaba Pierre and published by . This book was released on 2015 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: It was not known to what extent teacher self-efficacy in classroom management, instructional strategies, and student engagement correlated with student language arts performance in New Jersey multicultural public schools. Bandura's theory was the basis of teacher self-efficacy in this study. The overarching research question was: What is the relationship between teacher self-efficacy scores in classroom management, instructional strategies, and student engagement and student language arts performance in the multicultural population in New Jersey public schools? This study was a quantitative, correlational design. The population of interest was multicultural public school educators. The data analysis was related to each of the research questions and hypotheses using Statistical Package for the Social Sciences (SPSS) to correlate teacher self-efficacy using the Teacher's Sense of Efficacy Scale (TSES) and New Jersey Assessment of Skills and Knowledge (NJ ASK) for student language arts performance. The convenience sample included 41, third through eighth grade teachers and represented approximately 800, third through eighth grade students. The results of the study described no significant positive relationship between teacher self-efficacy and student language arts performance in the multicultural population in New Jersey public schools. The implication of this study included identifying what correlates with student language arts performance. Teachers and administrators have to identify what correlates with student language arts performance in the multicultural schools of New Jersey.

Download or read book How School Leaders Contribute to Student Success written by Kenneth Leithwood and published by Springer. This book was released on 2017-03-15 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: While considerable evidence indicates that school leaders are able to make important contributions to the success of their students, much less is known about how such contributions are made. This book provides a comprehensive account of research aimed at filling this gap in our knowledge, along with guidelines about how school leaders might use this knowledge for their own school improvement work. Leadership practices known to be effective for improving student success are outlined in the first section of the book while the remaining sections identify four “paths” along which the influence of those practices “flow” to exercise an influence on student success. Each of the Rational, Emotional, Organizational and Family paths are populated by conditions or variables known to have relatively direct effects on student success and also open to influence by effective leadership practices. While the Four Path framework narrows the attention of school leaders to a still-considerable number conditions known to contribute to student success, it leaves school leaders the autonomy to select, for improvement efforts, the sub-set of conditions that make the most sense in their own local circumstances. The approach to leadership described in this book provides evidence-based guidance on what to lead and flexibility on how to lead for purposes of improving student learning.

Download or read book Exploring the Relationship Between Personal Teacher Efficacy and Career Trajectory written by Michael D. Uden and published by . This book was released on 2006 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Role of Teacher Interpersonal Variables in Students Academic Engagement Success and Motivation written by Ali Derakhshan and published by Frontiers Media SA. This book was released on 2022-07-05 with total page 636 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Architecture of Student Oriented Course Design written by Nicholas Jackson and published by Edward Elgar Publishing. This book was released on 2024-07-05 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Incorporating a range of practical insights and tools, this innovative book presents a unique perspective on course design that considers the needs and expectations of contemporary university students. Nicholas Jackson explains how to improve student confidence and engagement by designing inclusive courses that center students in their learning.

Download or read book Student Empowerment in Higher Education Reflecting on Teaching Practice and Learner Engagement written by Anjoom A. Mukadam and published by Logos Verlag Berlin GmbH. This book was released on 2020-05-04 with total page 558 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student Empowerment in Higher Education brings together the accumulated knowledge and experience of many accomplished teachers and students from higher education institutions around the world, and has much to offer those who are engaged in higher education, as students, teachers or support staff. The authors offer personal reflections in teaching, learning, mentoring, assessment, hands-on activities, course design and student identities in higher education across the globe, supported by academic research and scholarship. Readers are provided with a window into tried and tested empowering practices in varying contexts, enabling them to see what works and what does not, alongside the challenges and possibilities. A distinctive feature of this book, and its paramount strength, is that it explores best practices in student empowerment, whilst reflecting on matters of teaching and learning that are familiar to students and teachers alike, and also explores practices in a variety of disciplines. The intention of these volumes, therefore, is not only to inform readers about the diverse learning and teaching approaches of the authors, but, most importantly, to facilitate processes of student empowerment and promote reflection on teaching and learning practices. "In recent decades, higher education policy discourse has persistently implied that a university education is 'delivered' to students under the impersonal banner of 'the student experience'. Not only does this commodify the diverse, individual experiences of students into one marketable product, it also creates false barriers and power dynamics between students and their teachers. In Student Empowerment in Higher Education, the students and lecturers who collaborated to write this important volume have literally blown such misleading notions out of the window! I highly recommend each varied and autonomous chapter to learn what really inspires confidence and success in university students." Professor Sarah Hayes, Professor of Higher Education Policy, University of Wolverhampton "The two volumes of Student Empowerment in Higher Education offer the reader rich and varied examples and understandings of student empowerment from around the world. The authors provide reflective accounts of learning and teaching from diverse perspectives and disciplines, which focus on many different areas of practice in higher education. It is this variety that will appeal to many readers, as the source of ideas and inspiration for numerous possible routes to empowerment. With many chapters co-authored by students and staff, the book models the collective responsibility students and staff have for enhancing student empowerment." Dr. Catherine Bovill, Senior Lecturer in Student Engagement, University of Edinburgh; Fulbright Scholar, Elon University, North Carolina, USA; Visiting Fellow (Knowledge Exchange), University of Winchester

Download or read book The Relationship Between Teacher Self efficacy and Student Discipline Referrals Written by Secondary Teachers from a Rural School District in a Southern State written by Edwin Laughter and published by . This book was released on 2017 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative correlational study was to determine the strength of the relationship between teacher self-efficacy and discipline referrals. Participants completed the Teachers' Sense of Efficacy Scale, which was used as an operational definition of teacher self-efficacy. A Spearman's correlation coefficient measured the relationship between the predictor variables: classroom management, student engagement, and instructional strategies, and the criterion variable of discipline referrals. Criterion variable data consisted of collected discipline referral records of participants from the participating school district. Data on predictor variables were measured by participant responses on the Teachers' Sense of Efficacy Scale, which include the three subscales that will serve as the predictor variables for this study, and also measured teacher self-efficacy. The population for this study included secondary teachers (N = 98) in a rural county school district located in a southern state. The conceptual framework was based on Julian Rotter’s human behavior theory of locus of control. By understanding the relationship between teacher self-efficacy and discipline referrals, administrators and school districts may be able to increase teacher retention rates by providing support and training for at-risk teachers. The researcher failed to reject all the null hypothesis tested during this study based on the results of the Spearman's rho analysis.

Download or read book The Relationship of Teachers Self efficacy and Contexts of Teaching written by William John Burt and published by . This book was released on 2016 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many policy makers have developed and implemented rules, laws, and regulations that imply a good teacher can be effective independent of educational circumstance, environment, or context. The level of teacher efficacy can be a predictor of outcomes in student and achievement; however, the role of the context of teaching is not well understood with relationship to teacher efficacy. The purpose of this study was to determine if there were significant relationships among contexts of teaching and teacher efficacy. Specifically, this study explored three contextual factors of teaching (colleague support, principal support, and teaching assignment) in relation to teacher efficacy (classroom management, instructional strategies, and student engagement). The efficacy of teachers was assessed through the Teacher Sense of Efficacy Scales (TSES); the context of teachers was measured using an adapted form of the First Year Teacher Survey (FYTS). Data from 178 elementary teachers working in 12 schools representing different socio-economic status were analyzed. The results indicated that the teachers included in this study had a strong sense of teacher efficacy and context of teaching. Findings indicated moderate levels of linear relationships among the three variables for context of teaching and weak levels of linear relationships between the variables of efficacy and context of teaching. Additionally, principal support and classroom management were found to be positively correlated with school setting, specifically Title I schools. As teachers face the challenges of educating in the 21st century, with an emphasis on achievement, effective instruction, and accountability, findings from this study provide insight into the relationship among teachers' beliefs in their ability to teach and the context in which they work. Stakeholders in the educational community should recognize the importance of the contributing factors that impact teachers' self-efficacy.

Download or read book Student Teacher Relationship Quality Research Past Present and Future volume II written by Claudio Longobardi and published by Frontiers Media SA. This book was released on 2024-06-28 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the publication of Robert Pianta's 2001 handbook on the quality of the teacher-student relationship, much has been accomplished and research contributions have multiplied from different authors and countries. This testifies to the richness and continuous evolution of this field of research. The quality of the teacher-student relationship has been recognized as an important factor in the psychological development of students and seems to increase their adjustment to the school context. A good quality of relationship, according to attachment theorists, is characterized by closeness, affection, and respect. In this direction, the teacher can offer a relational context that can support the child in their learning processes and psychological development, preventing negative outcomes. The research focused on defining the salient features of this educational relationship and refining tools that could collect the perceptions of students and teachers, trying to identify the possible outcomes associated and the mechanisms involved.

Download or read book Achievement Emotions in University Teaching and Learning Students Stress and Well being written by Jesus de la Fuente and published by Frontiers Media SA. This book was released on 2022-05-24 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Relationship Between Teacher Sense of Self efficacy and Student Achievement in English Language Arts and Math in a Rural School District written by M. Brock Puckett and published by . This book was released on 2017 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: Surveyed teachers in a north Mississippi rural school district, and gathered their students' collective test data on the 2016-2017 Mississippi Assessment Program (MAP) state test in language arts and math, to determine the relationship of teacher self-efficacy in student engagement, instructional strategies, and classroom management on student academic achievement; the relationship of years of the teacher's teaching experience on student academic achievement; and if any of these variables, by themselves or in combination, can best predict student achievement on the MAP state tests.