Teacher Self-Efficacy, Innovativeness, and Preparation to Teach Cross-Curriculum Skills
Abstract views: 215
/ 
PDF downloads: 133
DOI:
https://doi.org/10.33200/ijcer.1104747Keywords:
Teacher self-efficacy, Cross-curriculum, Innovative school, Innovative campus, Teacher preparation, Educational psychologyAbstract
Teacher self-efficacy (TSE) is related to teachers’ job satisfaction, retention, motivation to improve, and work-related stress. Using data from the 2018 Teaching and Learning International Survey (TALIS), we investigated the impact of an innovative campus culture and preparation for teaching cross-curriculum skills on TSE. Data indicated that working at innovative campuses had small effects on TSE in classroom management (β = .12), instruction (β = .06), and student engagement (β = .17). Teachers’ preparation to teach cross-curriculum skills had small to medium effects on TSE in classroom management (β = .20), instruction (β = .34), and student engagement (β = .30).
References
Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85(2), 275-314. https://doi.org/10.3102/0034654314551063
Aldossari, A.T. (2021). Teaching practices of secondary school teachers and ways of developing them in light of 21st century skills: A mixed-methods study. Journal of Entrepreneurship Education, 24(4), 1-17.
Aldridge, J. M., & Fraser, B. J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19, 291-307. https://doi.org/10.1007/s10984-015-9198-x.
Avanzi, L., Miglioretti, M., Velasco, V., Balducci, C., Vecchio, L., Fraccaroli, F., & Skaalvik, E. (2013). Cross-validation of the Norwegian Teacher’s Self-Efficacy Scale (NTSES). Teaching and Teacher Education, 31, 69–78. https://doi.org/10.1016/j.tate.2013.01.002.
Bandura, A. (1982). Self-efficacy mechanism in human agency. The American Psychologist, 37(2), 122–147. https://doi.org/10.1037/0003-066X.37.2.122.
Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9-44. https://doi.org/10.1177/0149206311410606.
Bandura, A. (2000). Exercise of Human Agency through Collective Efficacy. Current Directions in Psychological Science : A Journal of the American Psychological Society, 9(3), 75–78. https://doi.org/10.1111/1467-8721.00064
Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239–253. https://doi.org/10.1016/s0742-051x(99)00057-8.
Buonomo, I., Fiorilli, C., & Benevene, P. (2019). The impact of emotions and hedonic balance on teachers' self-efficacy: Testing the bouncing back effect of positive emotions. Frontiers in psychology, 10, 1670-1670. http://doi.org/10.3389/fpsyg.2019.01670.
Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity. European Journal of Psychological Education, 27, 115-132. https://doi.org/10.1007/s10212-011-0069-2.
Capone, V., & Petrillo, G. (2020). Mental health in teachers: Relationships with job satisfaction, efficacy beliefs, burnout and depression. Current Psychology, 39, 1757-1766. https://doi.org/10.1007/s12144-018-9878-7.
Caprara, G.V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44, 473-490.
Chang, C., Chuang, H., & Bennington, L. (2011). Organizational climate for innovation and creative teaching in urban and rural schools. Quality & Quantity, 45(4), 935–951. https://doi.org/10.1007/s11135-010-9405-x.
Collie, R., Shapka, J., & Perry, N. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204. https://doi.org/10.1037/a0029356.
Dampérat, M., Jeannot, F., Jongmans, E., & Jolibert, A. (2016). Team creativity: Creative self-efficacy, creative collective efficacy and their determinants. Recherche et Applications en Marketing (English Ed.), 31(3), 6-25. https://doi.org/10.1177/2051570716650164.
De Neve, D., & Devos, G. (2017). Psychological states and working conditions buffer beginning teachers’ intention to leave the job. European Journal of Teacher Education, 40(1), 6–27. https://doi.org/10.1080/02619768.2016.1246530.
Dewett, T., & Gruys, M. (2007). Advancing the case for creativity through graduate business education. Thinking Skills and Creativity, 2(2), 85–95. https://doi.org/10.1016/j.tsc.2007.04.001.
Egido Gálvez, I., López-Martín, E., Manso Ayuso, J., & Valle López, J. M. (2018). Determining factors of teachers’ self-efficacy in countries of the European Union. Results from TALIS 2013. Educación XX1, 21(2), 225-248. http://doi.org/10.5944/educxx1.15875.
Erstad, O., Eickelmann, B., & Eichhorn, K. (2015). Preparing teachers for schooling in the digital age: A meta-perspective on existing strategies and future challenges. Education and Information Technologies, 20(4), 641–654. https://doi.org/10.1007/s10639-015-9431-3.
Fackler, S., & Malmberg, L. (2016) Teachers’ self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects. Teaching and Teacher Education, 56, 185-195. www.Elsevier.com/locate/tate.
Field, A. (2017). Discovering Statistics Using IBM SPSS Statistics. North American Ed., 5th Ed. SAGE Publications.
Friedman, I. A. (2003). Self-efficacy and burnout in teaching: The importance of interpersonal-relations efficacy. Social Psychology of Education, 6, 191-215. https://doi.org/10.1023/A:1024723124467
Friedman, I. A., & Kass, E. (2002). Teacher self-efficacy: A classroom-organization conceptualization. Teaching and Teacher Education, 18(6), 675–686. https://doi.org/10.1016/S0742-051X(02)00027-6
Geiser, C. (2013). Data analysis with Mplus. Guilford Press.
Geisinger, K. F. (2016). 21st century skills: What are they and how do we assess them? Applied Measurement in Education, 29(4), 245-249. https://dx.doi.org/10.1080/08957347.2016.1209207.
George, S. V., Richardson, P. W., & Watt, H. M. G. (2018). Early career teachers' self-efficacy: A longitudinal study from Australia. The Australian journal of education, 62(2), 217-233. http://doi.org/10.1177/0004944118779601.
Grant, L. W. (2006). Persistence and Self-Efficacy: A Key to Understanding Teacher Turnover. The Delta Kappa Gamma Bulletin, 72(2), 50–54.
Grosser, T. J., Labianca, G., & Venkataramani, V. (2017). An alter-centric perspective on employee innovation: The importance of alters’ creative self-efficacy and network structure. Journal of Applied Psychology, 102(9), 1360-1374. https://doi.org/10.1037/ap10000220.
Hocenski, M., Sedlan-König, L., & Turjak, S. (2019). Entrepreneurial education - exploring teachers’ creativity in 11 countries. Ekonomski Vjesnik/Econviews: Review of Contemporary Business, Entrepreneurship and Economic Issues, 32(1), 23–35. UDK: 37:658.114.1.
Hsu, M., Hou, S., & Fan, H. (2011). Creative self-efficacy and innovative behavior in a service setting: Optimism as a moderator. Journal of Creative Behavior, 45(4), 258–272. https://doi.org/10.1002/j.2162-6057.2011.tb01430.x.
Hu, L.T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis:
Conventional criteria versus new alternatives. Structural Equation Modeling: A
Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118.
Karakoyun, F., & Lindberg, O. J. (2020). Preservice Teachers’ Views about the Twenty-First Century Skills: A Qualitative Survey Study in Turkey and Sweden. Education and Information Technologies, 25(4), 2353–2369. https://doi.org/10.1007/s10639-020-10148-w.
Karatas, K., & Arpaci, I. (2021). The Role of Self-directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning. Contemporary Educational Technology, 13(3), ep300–. https://doi.org/10.30935/cedtech/10786.
Kasalak, G., & Dağyar, M. (2020). The relationship between teacher self-efficacy and teacher job satisfaction: A meta-analysis of the Teaching and Learning International Survey (TALIS). Educational Sciences: Theory & Practice, 20(3), 16-33. http://doi.org/10.12738/jestp.2020.3.002.
Kenny, D. A., & McCoach, D. B. (2003). Effect of the number of variables on measures of fit in
structural equation modeling. Structural Equation Modelling, 10(3), 333-351.
Klaeijsen, A., Vermeulen, M., & Martens, R. (2018). Teachers’ innovative behavior: The importance of basic psychological need satisfaction, intrinsic motivation, and occupational self-efficacy. Scandinavian Journal of Educational Research, 62(5), 769-782. https://doi.org/10.1080/00313831.2017.1306803.
Klassen, R., & Chiu, M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. https://doi.org/10.1037/a0019237.
Klassen, R., Wilson, E., Siu, A., Hannok, W., Wong, M., Wongsri, N., Sonthisap, P., Pibulchol, C., Buranachaitavee, Y., & Jansem, A. (2012). Preservice teachers’ work stress, self-efficacy, and occupational commitment in four countries. European Journal of Psychology of Education, 28(4), 1289–1309. https://doi.org/10.1007/s10212-012-0166-x.
Krammer, M., Gastager, A., Paleczek, L., Gasteiger-Klicpera, B., & Rossman, P. (2018). Collective self-efficacy expectations in co-teaching teams – what are the influencing factors? Educational Studies, 44(1), 99-114. https://doi.org/10.1080/03055698.2017.1347489.
Marjolein, Z., & Helma, M. Y. K. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of educational research, 86(4), 981-1015. http://doi.org/10.3102/0034654315626801.
Mueller, J., Wood, E., Willoughby, T., Ross, C., & Specht, J. (2008). Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. Computers & Education, 51, 1523-1537. https://doi.org/10.1016/j.compedu.2008.02.003.
Mullet, D. R., Willerson, A., Lamb, K. N., & Kettler, T. (2016). Teacher perceptions of creativity: A systematic review. Thinking Skills and Creativity, 21(1), 9-30. https://doi.org/10/1016/j.tsc.2016.001.
Mushynska, N., & Kniazian, M. (2019). Social innovations in the professional training of managers under the conditions of knowledge economy development. Baltic Journal of Economic Studies, 5(2), 137–143. https://doi.org/10.30525/2256-0742/2019-5-2-137-143.
Muthén, L.K., & Muthén, B.O. (2017). Mplus User’s Guide. Eighth Edition. Los Angeles, CA: Muthén & Muthén.
Ng, T. W. H., & Lucianetti, L. (2016). Within-individual increases in innovative behavior and creative, persuasion, and change self-efficacy over time: A social–cognitive theory perspective. Journal of Applied Psychology, 101(1), 14–34. https://doi.org/10.1037/apl0000029.
Organisation for Economic Co-Operation and Development (OECD). (2019). TALIS 2018 technical report. https://www.oecd.org/education/talis/TALIS_2018_Technical_Report.pdf
OECD.org. (2020). TALIS 2018 Data. OECD Teaching and Learning International Survey. Retrieved March 20, from http://www.oecd.org/education/talis/talis-2018-data.htm.
Park, N. K., Jang, W., Thomas, E. L., & Smith, J. (2021). How to Organize Creative and Innovative Teams: Creative Self-Efficacy and Innovative Team Performance. Creativity Research Journal, 33(2), 168–179. https://doi.org/10.1080/10400419.2020.1842010.
Parry, L. (2018). The case for teacher-led innovation. Childhood Education, 94(2), 4–9. https://doi.org/10.1080/00094056.2018.1451683.
Pugh, K., & Zhao, Y. (2003). Stories of teacher alienation: a look at the unintended consequences of efforts to empower teachers. Teaching and Teacher Education, 19(2), 187–201. https://doi.org/10.1016/S0742-051X(02)00103-8.
Saricam, H., & Sakiz, H. (2014). Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey. Educational Studies, 40(4), 423-437. https://doi.org/10.1080/03055698.2014.930340.
Scherer, R., Jansen, M., Nilsen, T., Areepattamannil, S., & Marsh, H. W. (2016). The quest for comparability: Studying the invariance of the Teachers' Sense of Self-Efficacy (TSES) measure across countries. PloS one, 11(3), e0150829-e0150829. http://doi:10.1371/journal.pone.0150829.
Schroeder, N., Adesope, O., & Gilbert, R. (2013). How effective are pedagogical agents for learning? a meta-analytic review. Journal of Educational Computing Research, 49(1), 1–39. https://doi.org/10.2190/ec.49.1.a.
Schumacker, R.E., & Lomax, R.G. (2004). A beginner’s guide to structural equation modeling (2nd ed.) Lawrence Erlbaum Associates.
Skaalvik, E., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611–625. https://doi.org/10.1037/0022-0663.99.3.611.
Skaalvik, E., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059–1069. https://doi.org/10.1016/j.tate.2009.11.001.
Skaalvik, E., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038. https://doi.org/10.1016/j.tate.2011.04.001.
Skaalvik, E., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68–77. https://doi.org/10.2466/14.02.pr0.114k14w0.
Somech, A., & Drach-Zahavy, A. (2013). Translating team creativity to innovation implementation: The role of team composition and climate for innovation. Journal of Management, 39(3), 684-708. https://doi.org/10.1177/0149206310394187.
Teo, T., Unwin, S., Scherer, R., & Gardiner, V. (2021). Initial teacher training for twenty-first century skills in the Fourth Industrial Revolution (IR 4.0): A scoping review. Computers and Education, 170, 104223–. https://doi.org/10.1016/j.compedu.2021.104223
Thurlings, M., Evers, A., Vermeulen, M. (2015). Toward a model of explaining teachers’ innovative behavior: A literature review. Review of Educational Research, 85(3), 430-471. https://doi.org/10.3102/003465314557949.
Tierney, P., & Farmer, S. M. (2011). Creative self-efficacy development and creative performance over time. Journal of Applied Psychology, 96(2), 277–293. https://doi.org/10.1037/a0020952.
Viel-Ruma, K., Houchins, D., Jolivette, K., & Benson, G. (2010). Efficacy beliefs of special educators: The relationships among collective efficacy and job satisfaction. Teacher Education and Special Education, 33(3), 225-233. https://doi.org/10.1177/0888406409360129.
Vieluf, S., Kunter, M., van de Vijver, F. J. R. (2013). Tacher self-efficacy in cross-national perspective. Teaching and Teacher Education, 35, 92-103. www.elsevier.com/locate/tate.
Yoo, J. H. (2016). The effect of professional development on teacher efficacy and teachers’ self-analysis of their efficacy change. Journal of Teacher Education for Sustainability, 18(1), 84-94. https://doi.org/10.1515/jtes-2016-0007.
Zaccaro, S. J., Blair, V., Peterson, C., & Zazanis, M. (1995). Collective Efficacy. In J. E. Maddux (Ed.), Self-Efficacy, Adaptation, and Adjustment: Theory, Research, and Application (pp. 305-328). Springer US. https://doi.org/10.1007/978-1-4419-6868-5_11.
Zheng, B., Warschauer, M., Lin, C.-H., & Chang, C. (2016). Learning in One-to-One Laptop Environments: A Meta-Analysis and Research Synthesis. Review of Educational Research, 86(4), 1052–1084. https://doi.org/10.3102/0034654316628645
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Celeste D.C. Sodergren, Todd Kettler, Tracey Sulak, Anna Payne
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
