Teacher Efficacy In the Context of Teaching Low Achieving Students

被引：0
作者：
Lay See Yeo
Rebecca P. Ang
Wan Har Chong
Vivien S. Huan
Choon Lang Quek
机构：
[1] Nanyang Technological University,Psychological Studies Academic Group, National Institute of Education
[2] Nanyang Technological University,Division of Psychology, School of Humanities and Social Sciences
[3] Nanyang Technological University,Sciences and Technologies Academic Group, National Institute of Education
来源：
Current Psychology | 2008年 / 27卷
关键词：
Teacher efficacy; Teacher–student relationship; Low achieving students;
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摘要：
This paper focused on the efficacy of Singapore teachers who teach low achieving adolescent students. Three dimensions of self-reported teacher efficacy—instructional strategies, classroom management, and student engagement—were examined in relation to teacher attributes and the teacher–student relationship. Data were obtained from the Teacher Self-Efficacy Scale Tschannen-Moran and Woolfolk Hoy (Teaching and Teacher Education 17:783–805, 2001) and the Teacher–Student Relationship Scale Ang (The Journal of Experimental Education 74:55–73, 2005). Significant differences between novice teachers and experienced teachers emerged in teacher efficacy beliefs in relation to instructional strategies, classroom management, and student engagement. Conflict in teacher–student relationship was found to predict teacher efficacy for teachers of low achieving students. Implications for teachers’ professional development were discussed.
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