In-service teacher efficacy [PowerPoint presentation]

Abstract

This study investigated efficacy perceptions of untrained in-service Diploma in Education teachers. Two cohorts of students (2011/2012 and 2012/2013) were studied to determine whether there were differences in perceptions among students studied. The study investigated whether perceptions of efficacy for n = 326 in-service teachers differed among (a) gender, (b) curriculum concentration, (c) age, and (d) years of service. Part two investigated whether initial perception of efficacy among student teachers changed at the end of their teacher training. Teacher Efficacy scale (Long form) (Tschannen-Moran and Woolfolk-Hoy, 2001) was the data gathering instrument. The first set of questionnaires was administered the first week of training after the lecture on teacher efficacy. The second set was administered at the end of the training. Preliminary results suggested no significant gender differences for perceptions of efficacy. There were statistically significant differences of perceptions of efficacy among curriculum concentration where Mathematics and Science teachers' efficacy was lower than their peers. The data also yield differences for perception of efficacy for years of service. There were statistically significant differences of perception of efficacy based on the age of the students: the younger students' (20 to 30 years) perceptions of efficacy were significantly lower than older students (41 to 59 years). There were also statistically significant differences of perceptions of efficacy based on years of services (0 to 10 years were significantly lower than students with 21 to 30 years of service). Results are discussed in terms of the factors that that may affect teaching efficacy and how to maximize the efficacy of teachers