Event Title

Teacher Self-efficacy (TSE) Reflects Teachers’ Beliefs about their Ability to Handle Tasks and Challenges Related to the Teaching Profession

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Document Type

Presentation

Abstract

Teacher self-efficacy (TSE) reflects teachers’ beliefs about their ability to handle tasks and challenges related to the teaching profession. TSE is related to job satisfaction, retention, motivation to learn and improve, and lower levels of stress. Teachers are expected to teach cross-curricular skills including creativity, problem-solving, and critical thinking. Using 2018 TALIS data, this study found that TSE varies by years of experience (r = .118), how prepared teachers believe they are to teach cross-curricular skills, and the role of an innovative, supportive environment. Teachers’ preparation for teaching cross-curricular skills was the strongest predictor overall of TSE in the model.

Keywords

Teacher Self-efficacy, job satisfaction

Persistent Identifier

http://hdl.handle.net/10950/2978

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Teacher Self-efficacy (TSE) Reflects Teachers’ Beliefs about their Ability to Handle Tasks and Challenges Related to the Teaching Profession

Teacher self-efficacy (TSE) reflects teachers’ beliefs about their ability to handle tasks and challenges related to the teaching profession. TSE is related to job satisfaction, retention, motivation to learn and improve, and lower levels of stress. Teachers are expected to teach cross-curricular skills including creativity, problem-solving, and critical thinking. Using 2018 TALIS data, this study found that TSE varies by years of experience (r = .118), how prepared teachers believe they are to teach cross-curricular skills, and the role of an innovative, supportive environment. Teachers’ preparation for teaching cross-curricular skills was the strongest predictor overall of TSE in the model.