Pregled bibliografske jedinice broj: 925874
The components of teacher- student interaction, age, experience and job satisfaction as predictors of teachers’ self-efficacy
The components of teacher- student interaction, age, experience and job satisfaction as predictors of teachers’ self-efficacy // 3rd International Conference on Advanced and Systematic Research – ECNSI ; The 1st Scientific research symposium Positive psychology in education / Miljković, Dubravka ; Rijavec, Majda (ur.).
Zagreb: Učiteljski fakultet Sveučilišta u Zagrebu, 2011. str. 133-148 (predavanje, međunarodna recenzija, cjeloviti rad (in extenso), znanstveni)
CROSBI ID: 925874 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
The components of teacher- student interaction, age, experience and job satisfaction as predictors of teachers’ self-efficacy
(The components of teacher- student interaction, age, experience and job satisfaction as predictors of teachers’ self- efficacy)
Autori
Šimić Šašić, Slavica
Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni
ISBN
978-953-7210-25-0
Skup
3rd International Conference on Advanced and Systematic Research – ECNSI ; The 1st Scientific research symposium Positive psychology in education
Mjesto i datum
Zadar, Hrvatska, 12.11.2009. - 14.11.2009
Vrsta sudjelovanja
Predavanje
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
teachers’ self-efficacy, teacher-student interaction, prediction
Sažetak
The researchers suggest that the teacher self- efficacy is the most important characteristic of teachers, enabling them to predict students’ behavior in the classroom, their achievements (Gibbs, 2002 ; Huitt, 2003), motivation and the sense of efficacy in students (Tschannen-Moran and Woolfolk Hoy 2001). Previous experience of success is one of the most significant factors in the development of teachers’ self-efficacy. In this research, we examined the relationship between the teachers’ self-efficacy and some teacher characteristics (age, experience and job satisfaction), and components of the teacher-student interaction. In addition, we wanted to determine which components of teacher-student interaction contribute to the perception of teachers’ self-efficacy. In a sample of 123 foreign language teachers in secondary vocational schools and high schools were used: Sense of Efficacy Scale (Tschannen- Morgan and Woolfolk Hoy, 2001), Teacher-Student Interaction Scale (Simic Sasic, 2008) and Support Vs. Challenge in Classroom Interaction Questionnaire (Mariani, 1997).Efficient teachers are older and more experienced, satisfied with their work, they use more active teaching strategies, provide strong support and set big challenge in the interaction with students, they have high expectations from students and less negative attitude toward teaching. Teachers with more efficient classroom management skills use more authoritarian management style. Age, use of active teaching strategies, high expectations from students and negative attitude toward teaching are important predictors that contribute to the perception of teachers’ self- efficacy.
Izvorni jezik
Engleski
Znanstvena područja
Psihologija
