BELIEF IN SELF-EFFICACY AND PROFESSIONAL LEARNING OF PRIMARY SCHOOL TEACHERS IN DA NANG CITY | Hiền | TNU Journal of Science and Technology

BELIEF IN SELF-EFFICACY AND PROFESSIONAL LEARNING OF PRIMARY SCHOOL TEACHERS IN DA NANG CITY

About this article

Received: 03/07/23                Revised: 29/11/23                Published: 29/11/23

Authors

Le Van Hien Email to author, FPT University

Abstract


The purpose of this study is to evaluate the current status of beliefs in self-efficacy, learning and professional development in teachers. This study uses the following scales: Self-efficacy beliefs of Schwarzer and Jerusalem (1995); Teacher professional development learning by Liu, Hallinger, and Feng (2016). Research on 247 primary school teachers in Da Nang city has shown manifestations of teachers' beliefs in their own abilities and learning and professional development, and also pointed out the correlation between beliefs in teachers' self-efficacy and professional development. Believe in your own abilities and learn to develop your career. The results of correlation analysis show that self-efficacy beliefs are positively correlated with professional development learning in teachers. The study has proposed recommendations to improve teachers' self-efficacy and increase adaptation in their professional work.

Keywords


Relationship; Belief in self-efficacy; Professional learning; Teacher; Da Nang city

References


[1] T. M. H. Phan, T. T. T. Dang, D. T. Truong, and H. N. Tran, “Self-confidence and its relationship with the attitude to implement educational innovation in high school teachers,” Journal of Psychology, vol. 257, no. 8, pp. 18-30, 2020.

[2] N. D. Bui, “Current situation of implementing the 2018 general education curriculum for grade 1 in the school year 2020-2021: perspectives from teachers,” Vietnam Science Education Journal, vol. 18, no. 05, pp. 39-44, 2022.

[3] M. L. Larson, M. T. Seipel, M. C. Shelley, S. W. Gahn, S. Y. Ko, M. Schenkenfelder et al., “The academic environment and faculty well-being: the role of psychological needs,” J. Career Assess, vol. 27, pp. 167-182, 2019.

[4] N. Duta and E. Rafailă, “Importance of the lifelong learning for professional development of university teachers–needs and practical implications,” Proc. Soc. Behav. Sci, vol. 127, pp. 801-806, 2014.

[5] M. Gerken, S. Beausaert, and M. Segers, “Working on professional development of faculty staff in higher education: investigating the relationship between social informal learning activities and employability,” Hum. Resour. Dev. Int, no. 19, pp. 135-151, 2016.

[6] S. Liu, P. Hallinger, and D. Feng, “Learningcentered leadership and teacher learning in China: does trust matter?” Journal of Educational Administration, vol. 54, no. 6, pp. 661-682, 2016.

[7] H. Qian, A. D. Walker, and X. Yang, “Building and leading a learning culture among teachers: a case study of a Shanghai primary school,” Educational Management Administration & Leadership, vol. 45, no. 1, pp. 101-122, 2017.

[8] A. Bandura, “Self‐efficacy,” The Corsini Encyclopedia of Psychology, pp. 1-3, 2010, doi: 10.1002/9780470479216.corpsy0836.

[9] G. Alibakhshi, F. Nikdel, and A. Labbafi, “Exploring the consequences of teachers’ self-efficacy: a case of teachers of English as a foreign language,” AsianJ. Second. Foreign. Lang. Educ, no. 5, pp. 1-19, 2020.

[10] L. A. Annetta, W. M. Frazier, E. Folta, S. Holmes, R. Lamb, and M. T. Cheng, “Science teacher efficacy and extrinsic factors toward professional development using video games in a design-based research model: The next generation of STEM learning,” J Sci Educ Technol, vol. 22, no. 1, pp. 47-61, 2013.

[11] T. L. Shoulders and M. S. Krei, “Rural high school teachers self-efficacy in student engagement, instructional strategies, and classroom management,” American Secondary Education, vol. 44, no. 1, pp. 50-61, 2015.

[12] J. L. Potter, “Novice and experienced elementary general music teachers’ classroom management self-efficacy,” J Music Teach Educ, vol. 30, no. 2, pp. 65-76, 2021.

[13] M. Tschannen-Moran, A. W. Hoy, and W. K. Hoy, “Teacher efficacy: Its meaning and measure,” Review of Educational Research, vol. 68, no. 2, pp. 202-248, 1998.

[14] M. Tschannen-Moran and A. Woolfolk Hoy, “The differential antecedents of self-efficacy beliefs of novice and experienced teachers,” Teaching and Teacher Education, vol. 23, no. 6, pp. 944-956, 2007.

[15] R. Schwarzer and M. Jerusalem, “Generalized Self-Efficacy Scale,” In J. Weinman, S. Wright, and M. Johnston (Eds.), Measures in Health Psychology: A User’s Portfolio. Causal and Control Beliefs. Windsor: NFER-NELSON, 1995, pp. 35-37.

[16] U. Scholz, B. G. Doña, S. Sud, and R. Schwarzer, “Is general self-efficacy a universal construct? Psychometric findings from 25 countries,” European Journal of Psychological Assessment, vol. 18, no. 3, pp. 242-251, 2002.

[17] T. A. T. Nguyen and T. C. T. Nguyen, “Belief in self-efficacy and personality characteristics of Hanoi students,” Journal of Psychology, vol. 274, no. 01, pp. 37-49, 2023.

[18] V. T. P. Nguyen and D. T. Nguyen, “The relationship between self-efficacy and self-study ability of students at University of Social Sciences and Humanities, National University of Ho Chi Minh City,” Journal of Psychology, vol. 272, no. 11, pp. 26-38, 2021.

[19] S. Liu, P. Hallinger, and D. Feng, “Learningcentered leadership and teacher learning in China: does trust matter?” Journal of Educational Administration, vol. 54, no. 6, pp. 661-682, 2016.

[20] D. T. Truong, T. H. V. Dinh, T. Q. A. Nguyen, and H. N. Tran, “The current status of teacher professional learning and development in the context of educational reform in Vietnam,” Journal of Educational Science, no. 37, pp. 48-53, 2021.

[21] E. Villegas-Reimers, Teacher Professional Development: An International Review of the Literature. Paris: UNESCO International Institute for Educational Planning, 2003

[22] R. M. Klassen and M. M. Chiu, “Effects on teachersí self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress,” Journal of Educational Psychology, vol. 102, pp. 741-756, 2010.

[23] E. M. Skaalvik and S. Skaalvik, “Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout,” Journal of Educational Psychology, vol. 99, no. 3, pp. 611-625, 2007.




DOI: https://doi.org/10.34238/tnu-jst.8258

Refbacks

  • There are currently no refbacks.
TNU Journal of Science and Technology
Rooms 408, 409 - Administration Building - Thai Nguyen University
Tan Thinh Ward - Thai Nguyen City
Phone: (+84) 208 3840 288 - E-mail: jst@tnu.edu.vn
Based on Open Journal Systems
©2018 All Rights Reserved