The primary purpose of this study was to explore the impact of various forms of pressure and support experienced by teachers in an intentionally designed learning community on teacher learning and teacher sense of efficacy. Eleven Grade 6 teachers in a middle school in Southern Ontario were interviewed and a complex systems approach was adopted to analyze their experiences. The results suggested three key implications: (1) teachers’ experiences of pressures and supports are variable and influenced by teacher sense of efficacy and administrative decisions about the implementation of those pressure and support mechanisms; (2) a coherent, cohesive and balanced system of formal and informal structures of pressure and support is important to support teacher learning; and (3) structures, mechanisms and culture must facilitate transfer of learning in meaningful ways between the subsystems operating in a school in order to support teacher learning and teacher sense of efficacy.

The primary purpose of this study was to explore the impact of various forms of pressure and support experienced by teachers in an intentionally designed learning community on teacher learning and teacher sense of efficacy. Eleven Grade 6 teachers in a middle school in Southern Ontario were interviewed and a complex systems approach was adopted to analyze their experiences. The results suggested three key implications: (1) teachers’ experiences of pressures and supports are variable and influenced by teacher sense of efficacy and administrative decisions about the implementation of those pressure and support mechanisms; (2) a coherent, cohesive and balanced system of formal and informal structures of pressure and support is important to support teacher learning; and (3) structures, mechanisms and culture must facilitate transfer of learning in meaningful ways between the subsystems operating in a school in order to support teacher learning and teacher sense of efficacy.

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The purpose of this study was to explore the relationship between teachers&rsquo / sense of efficacy in student engagement, instructional strategies, and classroom management and perceived openness to change in schools as regards willingness of the teachers to embrace change and teachers&rsquo / perception related to principal&rsquo / s openness to change, and teachers&rsquo / willingness to respond to community pressure for change. The research was designed as a correlational study and participants of the study consisted of 552 teachers working at primary and secondary level public schools selected from the four school districts in Ankara. Cluster sampling approach was used in selecting the overall sample of the study. In order to measure teachers&rsquo / sense of efficacy and their perceived openness to change in schools, Turkish adaptation of Teachers&rsquo / Sense of Efficacy Scale (TSES) and newly adapted The Faculty Change Orientation Scale (FCOS) were utilized in the research as data gathering instruments, as well as the administration of a demographic survey. For the data analysis, both descriptive and inferential statistics techniques (Canonical Correlation Analysis) were used in the study. Exploratory Factor Analysis was also performed for Faculty Change Orientation Scale and Teachers&rsquo / Sense of Efficacy Scale to ensure construct validity of the instruments. The results of the analyses in the study indicated that there is a low relationship between teachers&rsquo / sense of efficacy in student engagement, instructional strategies, and classroom management and perceived openness to change in schools as regards teachers&rsquo / willingness for change, teachers&rsquo / perception about principal&rsquo / s openness to change and teachers&rsquo / willingness to respond community pressure for change.

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本研究旨在探討國中小實習教師的教師效能感及工作壓力現況，並針對不同背景實習教師分別比較兩者之差異，同時瞭解其間之相關情形，最後研究不同背景變項與教師效能感對工作壓力的預測功能，俾供教育主管機關及實習教師參考。 本研究採問卷調查法，透過文獻探討，蒐集有關實習教師、教師效能感與工作壓力方面的資料，研究工具為自編的「實習教師效能感與工作感受問卷」，其中包括有個人背景資料、教師效能感量表、工作壓力量表及開放性問題等四部分。本研究叢集抽取國中30所、國小60所之桃園縣實習教師500位為樣本，回收有效卷共計414份，回收率82.8%。問卷所得資料以SPSS統計軟體處理，採次數、百分比、平均數、標準差、積差相關、單因子多變量變異數及逐步多元迴歸等統計分析，以回答待答問題。 本研究主要結論如下： 一、實習教師感受整體教師效能感屬中上程度，其中又以「一般教學效能」層面較高 二、實習教師感受工作壓力屬中等程度，以「工作負荷與生涯角色」層面感受較高 三、不同性別實習教師有不同教師效能感受 四、除性別外，不同背景實習教師效能感無顯著差異 五、除實習學校外，不同背景實習教師感受工作壓力無顯著差異存在 六、實習教師效能感之「個人教學效能」與工作壓力之「管教問題與人際溝通」呈現顯著負相關；「一般教學效能」與工作壓力之「工作負荷與生涯角色」及「管教問題與人際溝通」皆呈現顯著負相關 七、實習教師效能感對工作壓力具有效負向預測功能 八、對實習過程而言；近五成實習教師感受快樂或非常快樂，近四成感受有壓力或壓力很大 九、實習教師工作壓力來源，以教師甄試及對未來不確定性、與輔導老師溝通不良、實習工作繁雜、津貼過低等居多 十、實習教師提出心中的感受及建議，值得重視 最後，本研究根據發現及結論，分別就教育主管單位、師資培育機構、實習輔導學校、實習教師及未來研究提出具體相關建議。 / The purposes of this study were to investigate the status of the intern teachers’ sense of efficacy and the job stress, to compare the differences of sense of efficacy and job stress due to different backgrounds, and to examine the correlation between their sense of efficacy and job stress. In conclusion, researched job stress predict function in different background and teachers’ sense of efficacy, I hope to provide references for the educational administration authorities and intern teachers. This study adopts the methods of literature review and questionnaire, aided with literature explore to collect information on intern teachers, teachers’ sense of efficacy, and job stress. The research instrument used was a self-designed survey named “Questionnaire on Intern Teachers about Teachers’ Sense of Efficacy and Job Sense”. The questionnaire consists of four parts: personal background information, teachers’ sense of efficacy, job stress, and opening questions. Study samples were 500 intern teachers from 30 elementary schools and 60 junior high schools in Taoyan County. There were 414 valid surveys received, accounting for 82.8% of the total surveys distributed. Information obtained was statistically with factor analysis, mean, standard deviation, one-way MANOVA, Pearson product-moment correlation test, and multiple stepwise regression analysis of the statistically relation software SPSS. The conclusions obtained from this study are summarized as follows: 1. Inter teachers reached a high middle level of sense of efficacy. The highest level due to general teaching efficacy. 2. Intern teachers’ job stress achieved the middle level. The ”workload and career role” level is the main pressure. 3. Gender differences showed the differences on teachers’ sense of efficacy. 4. No significant correlation on different variables on teachers’ sense of efficacy, but gender backgrounds. 5. No significant correlation on different variables on the job stress, but intern mentor school backgrounds. 6. There is a significant negative correlation between the sense of efficacy dimension of personal teaching efficacy and the job stress dimension of teaching problem and personal relationship. There is the other significant negative correlation between the “general teaching efficacy” aspect of teachers’ sense of efficacy and the “workload and career role” and “teaching problem and personal relationship”. 7. Teachers’ sense of efficacy have the negative predict function on job stress. 8. In the process of Intern teachers’ practice learning, nearly 50% of the intern teachers feel happy or very happiest, and nearly 40% have pressure and the most. 9. The main causes of the job stress on the intern teachers are job interviews and recruitment, uncertainty of one’s future, poor communication with one’s supervisor, complexity of work practice, extremely low allowance, etc. 10. The intern teachers’ feelings about the internship and suggestions are worth paying attention. Finally, based on the research findings and conclusions, here comes some suggestions for our educational administration authorities, teacher-education institutes, intern mentor schools, intern teachers and future studies.

Although practice teaching is a central component of teacher education, there are still a number of organizational and practical problems encountered which have attracted considerable research. For instance, the nature of the relationship among pre-service and cooperating teachers / how this relationship plays a role in shaping pre-service teachers&rsquo / learning to teach during practice teaching are issues we still know little about (Borg, 2011). In order to understand the interwoven relationship between experiences, intentions, beliefs and actions of pre-service language teachers, opportunities created for them to become conscious of the ways they perceive and act upon needs to be investigated in detail. The present research study is designed as a mixed method case study to examine the extent to which English as a Foreign Language (EFL) pre-service teachers&rsquo / (PTs&rsquo / ) sense of efficacy beliefs regarding classroom management, instructional strategies, and student engagement evolve throughout the practice teaching course in addition to the role of mentoring practices and the organization of the practice teaching course in shaping EFL pre-service teachers&rsquo / sense of efficacy beliefs. The main participant group of the study was composed of senior PTs (N=22) studying in the Department of Foreign Language Education, Middle East Technical University. The study involved a variety of data collection tools in order to gather data, Teachers&rsquo / Sense of Efficacy Scale (TSES) (Tschannen-Moran &amp / Woolfolk-Hoy, 2001) and Mentoring for Foreign Language Teaching (MEFLT) scale (Hudson, Nguyen &amp / Hudson, 2009), weekly reflective journals of the PTs, semi-structured face-to-face interviews and an open-ended survey. The results of the data analysis revealed that none of the dimensions of sense of efficacy beliefs of the PTs appeared to develop significantly after practice teaching / on the other hand, sense of efficacy beliefs regarding classroom management beliefs of the participant group significantly decreased at the end of the practice teaching. In addition, sense of efficacy beliefs regarding classroom management beliefs had a significant relationship with the Personal/Professional Attributes of the cooperating teachers (CTs). According to the content analysis of the data, the role of mentoring practices and the organization of the practice teaching course have an important role in sense of efficacy beliefs of the PTs. The data analysis framework acknowledges that there are other factors that also have an influence on the development of efficacy beliefs including the teaching situation, context and the role of other participants involved in practice teaching.

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