Over the last twenty years, there has been an increase in teacher turnover and, in attempts to mitigate this issue, states and school districts have developed novice teacher mentoring programs. A Large Suburban School District implemented a novice teacher mentoring program during the 2021–2022 school year with the goal of providing novice teachers with a larger system of support to increase retention rates. The purpose of this research was to examine the relationship between novice teacher perceptions of a mentoring program and novice teacher perceptions of self–efficacy. Novice teachers (i.e., 1 to 3 years of teaching experience) received a survey to collect data on their perceptions of mentoring opportunities and perceptions of self–efficacy as it related to student engagement, instructional strategies, and classroom management. The survey also collected data on novice teachers’ demographic characteristics (e.g., age, gender, field of college degree, etc). Results of this study indicated that novice teachers who have a degree in the field of education have higher perceptions of self–efficacy compared to novice teachers whose degree was not in education. Additionally, a weak relationship was found between teachers’ perception of self–efficacy and their valuation of meeting with a mentor as a mentoring experience. Findings from this study may be used by school districts to evaluate novice teacher mentoring programs, to adapt the programs based on the needs of teachers in order to advance novice teacher self–efficacy and retain them in the profession.

OF THESIS Title: Self-efficacy in transitional moments with a focus on the transition from primary to lower secondary education Author: Bc. Barbora Kučerová Supervisor: PhDr. Simona Hoskovcová, PhD. Number of pages and characters: 74 pages and 155 289 characters Number of appendices: 2 Number of references: 79 Abstract: This diploma thesis considers the self-efficacy concept from the point of view of social cognitive theory. The main goal of this thesis is to investigate the differences in the level of pupils' academic self-efficacy as well as the emotional perception of the change during the transition from primary to lower secondary education. The research was made on a sample of 173 fifth-graders using a questionnaire where the level of their academic self-efficacy and emotional perception of the change was measured during 3 times - before the transition, after the transition and after the adaptation to the change. The results did not prove a statistically significant decrease of the level of academic self-efficacy during the transition. Against expectations the pupils' positive perception of the change was proven. Key words: self-efficacy, academic self-efficacy, transition, adaptation, change

The purpose of this study was to develop a questionnaire to measure career self-efficacy for undergraduates. The theoretical framework of the questionnaire was based on Bandura¡¦s self-efficacy theory. A total of 409 participants were selected by judgment sampling from the first- and second-grade undergraduate of six colleges in national Sun Yat-sen university. The newly developed career efficacy and motivation questionnaire (CEMQ) was modified from Taylor & Betz's CDMSE scale. The content validity was informed by three experts, and the data were analyzed by rating scale model (RSM) by ConQuest. After removing the items that did not fit the model, seventy-two items were retained in the CEMQ questionnaire.

Anställningssituation har visat sig ha betydelsefulla faktorer för tilltron till den egna förmågan (self-efficacy) i utbildnings- och arbetssammanhang. Syftet med denna studie var att belysa studerande bemanningsanställdas upplevelse av self-efficacy gällande studier, nuvarande arbetsuppgifter samt framtida karriär i relation till anställningssituationen. Studien byggde på åtta kvalitativa intervjuer med studenter mellan 21–35 år och som arbetar inom bemanningsbranschen, varav fem kvinnor. Utifrån fenomenologisk analys och genom meningskoncentrering genererades temana Värdering av självet, egna erfarenheter och framtidsmöjligheter, Socialt stöd i arbetsmiljön, Ambivalens jobb-studier-livet, Varierande meningsfullhet i arbetssituationen, samt Trygghet och otrygghet i arbetet. Resultatet visade att anställningssituationen inkluderar faktorer som kan påverka self-efficacy både positivt och negativt. Studien visade som tidigare forskningar att self-efficacy är föränderlig och kan förstärkas eller försvagas. Resultatet kan för bemanningsanställda ge möjlighet att reflektera över sin arbetssituation, förstärka positiva effekter för self-efficacy och reducera negativa.

Bemästrande erfarenheter, indirekt erfarenhet, verbal övertalning samt fysiologiskt och emotionellt tillstånd är informationskällor som inverkar på lärar-self-efficacy. Syftet med undersökningen var att undersöka samband mellan faktorer i lärarutbildningen och lärar-self-efficacy. Vid datainsamlingen gjordes en enkätundersökning, där 63 lärarstudenter, varav 42 kvinnor, deltog. Det undersöktes ifall det fanns samband mellan lärar-self-efficacy och underliggande faktorer i lärarutbildningen, kopplat till de fyra informationskällorna av self-efficacy. Resultatet visade att ju mer positiva erfarenheter och positivt stöd som lärarstudenterna upplever i sin utbildning, desto mer kommer deras lärar-self-efficacy att öka. En multipel linjär regressionsanalys visade att verbal övertalning bidrar med 33.9 % till studenternas lärar-self-efficacy. Det visades även att bemästrande erfarenheter, i form av antal terminer och praktikveckor, är en bidragande faktor till lärarstudenternas lärar-self-efficacy. Informationskällorna bemästrande erfarenheter och verbal övertalning, är därmed de mest centrala delarna i lärarutbildningen och i stärkandet av lärarstudenternas lärar-self-efficacy.

No description available.

This research develops and validates a task-specific parenting self-efficacy measure focussing on the following domains: showing affection and empathy, engaging in play, facilitating routines, establishing discipline strategies, providing appropriate learning and development activities, and promoting communication interaction. Self-efficacy can be described as a person’s belief in his or her ability to successfully complete tasks. Self-efficacy beliefs are among the most consistent predictors of success and performance in many contexts. As a result, self-efficacy has been investigated across a variety of domains. Parenting self-efficacy can be defined as judgement which a parent has regarding his or her ability to successfully complete the tasks related to parenting a child. Increasing parents’ competence in raising and supporting their children throughout life is regarded as one of the cornerstones of adaptive parenting. As improving parenting self-efficacy has been known to have a positive effect on parenting competence it has been incorporated as a component of early childhood intervention programmes in recent years. Numerous self-efficacy instruments are currently being used to measure self-efficacy within the parenting literature. In the development of this particular measure, challenges surrounding the conceptualization and operationalization of parenting self-efficacy have been investigated. The parenting sense of efficacy instrument (P-SEMI) was developed from theoretical frameworks within both parenting and self-efficacy domains. A classification for the definition and development of parenting self-efficacy measures is proposed. The relevant theoretical constructs are operationalized in order to identify their observable indicators (discrete parenting tasks). The main aim of this empirical research is therefore to validate the P-SEMI by establishing the internal consistency reliability, as well as face, content, construct, and differential validity for the measure. The design used is a descriptive survey type design with three phases. Phase 1 established validity in the conceptual domain. The measure was developed and content validity was investigated by a panel of subject matter experts. Phase 2 established validity in the methodological domain. During this phase the measure was administered to two groups of mothers; mothers of children with a disability, and mothers of typically developing children. Seventy-nine mothers participated in this phase of the study. Two additional established measures were used as convergent measures, namely the general self-efficacy scale (which is a global self-efficacy measure) and the parenting sense of competence scale (which is a domain-general measure). Based on the data collected from these participants, content, construct and differential validity was established. Phase 3 established initial validity in the substantive domain. Results indicated that the P-SEMI is a reliable and valid task-specific measure for assessing the level of parenting self-efficacy of mothers of young children. The P-SEMI is moderately correlated to both of the existing self-efficacy measures used as convergent measures. The newly developed task-specific measure was the only measure which was able to differentiate between the levels of parenting self-efficacy. As a result this measure is applicable as a clinical tool to measure parenting self-efficacy, and can be used to conduct further research within the field of parenting self-efficacy. / Thesis (PhD)--University of Pretoria, 2009. / Centre for Augmentative and Alternative Communication / unrestricted

Research has shown that self-efficacy is one of the most important personal resources in the work context. However, research on working life has mainly focused on a cognitive and task-oriented dimension of self-efficacy representing employees’ perceptions of their capacity to successfully complete work tasks. Thus, little is known about the influence that believing in one’s social and emotional competence could have. This thesis aims to expand previous theory regarding self-efficacy in the workplace by investigating social, emotional, and cognitive self-efficacy dimensions in relation to leadership, health, and well-being.   The thesis rests on four empirical studies, all related to health and well-being, and including at least one self-efficacy dimension. Study I employed questionnaire data from 169 Swedish high school students. The other three studies were based on questionnaire data obtained during a three-year international health-promoting leadership research project. These participants were employees and leaders from 229 different teams in 12 organizations in Sweden and Germany representing a wide range of occupations. Study I supported the idea that emotional self-efficacy is an important antecedent to prosocial behaviour and also highlighted the value of differentiating between different dimensions of self-efficacy. Study II validated the new work-related Occupational Social and Emotional Self-efficacy Scales; and indicated that these dimensions are positively related to well-being. However, Study III showed that emotional exhaustion in followers crossed over to leaders when the leaders’ emotional self-efficacy was high. Study IV revealed that transformational leadership and social self-efficacy can be positive for team climate. The main theoretical contribution of this thesis is to expand previous theory regarding self-efficacy in the workplace by incorporating social, emotional, and cognitive dimensions. The main practical implication is that the new Occupational Social and Emotional Self-efficacy Scales can be used to promote health and well-being in the workplace through activities such as recruitment, staff development, and team-building. This thesis suggests that (a) training managers to exert transformational leadership behaviours may simultaneously promote team climate, and this process may be mediated by social self-efficacy, (b) it may be counterproductive to enhance leaders’ emotional abilities in a team of exhausted followers, since the result can be an exhausted leader rather than an exhilarated team, (c) interventions aimed at improving health and well-being should be specific to each work setting, and (d) a more holistic approach where the mutual influence between leaders and followers is considered may be beneficial for healthier work environments.

The Sources of Middle School Mathematics Self-Efficacy Scale (Usher & Pajares, 2009) was adapted for use in this study investigating the impact that gender, race, sexual orientation, hometown location (rural, suburban, or urban), high school GPA, college GPA and letter grade of a mathematics course in the previous semester had on the four sources of mathematical self-efficacy of 102 college freshmen attending three small, private, liberal arts institutions. Even though this study found no interaction effects between the student characteristics, the four sources of mathematical self-efficacy, or the three subcategories of the vicarious experience construct, this study did find statistically significant results for several independent variables: gender, hometown environment, and the letter grade received in the mathematics course the preceding semester at the Bonferroni correction rate of .025. Additionally, small p-values for race and hometown environments warrant further investigation with a larger sample size.

Denna studie syftar till att öka förståelsen kring läkarstudenters karriärval. Merparten av läkarstudenter på Sveriges högskolor har universitetsutbildade föräldrar. Vi finner det därmed intressant att undersöka läkarstudenter som inte kommer från hem med en akademisk studietradition. Genom att studera på akademisk nivå lämnar studenterna sin nuvarande yrkes-och utbildningsmässiga samhällsklass. För att förstå varför dessa studenter väljer att genomföra denna klassresa har en kvalitativ metod tillämpats. Detta metodval gjordes för att vi strävade efter en djupare förståelse kring deras karriärval. Empirin tolkades i huvudsak utifrån två teoretiska verktyg: Banduras (1997) begrepp self- efficacy samt Social cognitive career theory (Lent et al. 1994) som användes för att förstå individers karriärutveckling. Resultatet visar att mönster gällande faktorer som individens självtillit, studieframgångar, intressen och personliga egenskaper har varit centrala när studiens informanter gjort sina karriärval. Det framkom även att omgivningens uppmuntran är betydande vid detta val.