Since the beginning of the 21st century the Swedish Government has orchestrated a massive drive for in-service training of teachers working at all stages in primary and secondary school. To focus on teachers’ professional development is high priority as there is empirical evidence that well-trained teachers result in well-educated pupils. Lärarlyftet is the umbrella-term for one of these major initiatives, and the aim of the continuing drive, Lärarlyftet II, which will continue until year 2019, is that teachers should earn qualifications for all types of schools, and all subjects and grades where they teach. The Teacher Certification introduced in 2012, also requires competence for grading. Evaluations of Lärarlyftet has only been made of the first part, and there is nothing published regarding the English subject specifically. This study has its focus on primary school teachers taking an in-service course in English at university level. Based on both quantitative and qualitative methods, data for this study was collected over four years and from three sources: course evaluations, surveys and interviews. This study aims at finding answers to what experiences these teachers were left with after the completion of the in-service training regarding the gains from the course, how they feel they have been able to implement their newly acquired knowledge, and how they feel about the effect on their teacher identity, more specifically their language teacher identity. The results from all data sets is unanimous and reveals that the participating teachers experience great gains for their classroom practices, which in many cases have been heavily modified or completely overturned as a result of the course. These narratives can be linked to the theoretical concepts of teacher-efficacy, agency and teacher identity, as they give witness to gained self confidence in teaching situations (teacher-efficacy), a feeling of higher levels of independence regarding choices of both teaching materials and teaching methods (agency), as well as a more defined language teacher identity. These results also seem to hold over time. The current project also confirms previous evaluations of Lärarlyftet I regarding the spill-over effects of the teachers’ newly acquired knowledge. These are neither asked for nor taken advantage of on an organisation level, why this knowledge stays with the teacher on a classroom level.

abstract: Purpose: This study explored the potential correlates of exercise self-efficacy among older adults with a self-reported diagnosis of arthritis. Methods: This study was a secondary data analysis and used a cross-sectional design. Data was collected from a convenience sample of Non-Hispanic White and Non-Hispanic Black individuals between 2006-2008 (N=208). Descriptive statistics were run to assess means and frequencies within the sample. Bivariate statistics (Pearson and Spearman correlations, T-tests and one-way analysis of variance) were run to examine relationships between the independent and dependent variables. Multiple linear regression analyses were conducted to examine independent predictors of self-efficacy for exercise (SEE) and barriers self-efficacy for exercise (BSE). Results: Participants were predominantly female (85.6%), white (62.9%), retired (58.1%) and had a mean age of 66.6 [10.7] years. For education level, 23.4% reported a Master’s degree or higher and 18.6% reported they had at most a high school degree or GED. Nearly 47% of the sample were classified as obese based on self-reported body mass index (BMI) and 68.3% of the sample were not meeting the American College of Sports Medicine physical activity (PA) recommendations. Participants reported a relatively high BSE (22.6) and an average SEE (22.7). Significant positive associations were seen with outcome expectation for exercise (EOE), social support, and total minutes of PA and negative associations with BMI, physical function, pain, and negative affect with SEE and BSE. Meeting the PA guidelines (t134.5=4.60, 95%CI= 4.7(6.71-2.68), p<0.001) and being white (t164=2.82, 95%CI=2.82(0.57-5.08), p=0.014) were associated with SEE and BSE (t165=3.42, 95%CI= 4.37(6.89-1.85), p=0.001) and (t164=2.34, 95%CI= 2.95(0.46-5.43), p=0.021), respectively. In regression analyses, significant predictors of SEE were education (p=.006), physical function (p=.006) and EOE (p<.001). Significant predictors of BSE were physical function (p=.020), social support (p=.031), EOE (p=<.001), education level (p=.037), and total minutes of PA (p=.022). The variables in the SEE model accounted for 50.5% (R=.737, R2=.505) of the total variance and the variables in BSE model accounted for 41.1% (R=.672, R2=.411) of the total variance of the model. Discussion: EOE appears to be an important predictor of SEE and BSE. Examining the temporal relationship between EOE and SEE is warranted. / Dissertation/Thesis / Masters Thesis Exercise Science 2016

M.A. / The purpose of this study is to determine the impact of the South African post-matric programmes on career maturity and self-efficacy. The research design employed in order to measure this impact was a non-equivalent three group, pre-posttest design within a quasi-experiment. Post-matric students in the experimental group were taken from nine independent schools in South Africa. Two control groups were used, one consisting of matriculation students and the other of first year university students. Post-matric is an additional year of schooling aimed at bridging the gap between school and university. The difficulties experienced by young people during this school to work transition and the main reasons for students partaking in post-matric programmes are presented. In order to comprehensively outline the construct career maturity, the theories of three authors, namely, Donald Super, John Crites and Ronelle Langley, are discussed. The construct self-efficacy is also fully outlined with a theoretical exposition of the work of Albert Bandura, John Krumboltz and Nancy Betz. Measurement instruments used in this study are a biographical questionnaire, the Career Development Questionnaire (CDQ) and the Career Decision-Making Self- Efficacy Scale (CDMSES). Various hypotheses were formulated and Hotelling's T 2- tests, Students t-tests, multivariate analysis of variance (MANOVA), univariate analysis of variance (ANOVA) and the Scheffe test were used to test the hypotheses. Results of these statistical tests showed that the three groups of participants started off unequally with regard to the measures of career maturity and career decision-making self-efficacy, but the two school groups improved to such an extent that their mean scores on all scale variables compared favourably with those of the university group at the end of the study. It is especially the career maturity and career decisionmaking self-efficacy of the post-matric students that improved significantly within the nine month period during which the post-matric programmes were implemented. This finding reflects positively on the impact of the post-matric programmes. As the CDMSES is an overseas research instrument being used extensively in South Africa for the first time in this research, certain statistical procedures were carried out in order to highlight its psychometric properties. Of particular interest is the finding that in South Africa the CDMSES measured only one factor which can be named as Forethought with regard to Career Knowledge. In conclusion it is recommended that full use be made in educational institutions of the measurement instruments used in this study as diagnostic aids to enhance the effectiveness of career counselling. It is also recommended that further research in this topic be carried out on the broader community in South Africa.

The aim of the present study was to examine how the academic confidence among first year and second year master students were affected by the students’ parents educational level. 47 students on advanced level completed a questionnaire examining self-efficacy (SE), a concept that Albert Bandura (1997) defined as the level of confidence individuals have in their ability to execute courses of action or attain specific performance results. The questionnaire also included questions regarding the students’ parents educational level, the students gender, age and campus. The results indicated that the students SE in no significant matter were affected by the parents’ educational level. Neither did the students gender or campus significantly affect their SE. There was a significant negative correlation between the age of students and SE, which showed that as the age of the students increased, their SE decreased. / Målsättningen med den aktuella studien var att undersöka hur magister- och masterstudenters tilltro till sin studieförmåga påverkades av deras respektive föräldrars utbildningsnivå. 47 studenter på avancerad nivå fick svara på en enkät som undersökte graden av self-efficacy (SE), vilket Albert Bandura (1997) definierade som förmågan att ta sig an en uppgift och slutföra den, samt nå ett på förhand uppsatt mål. Enkäten omfattade även information om studenternas föräldrars utbildningsnivå, studenternas kön, ålder och studieort. Resultaten visade att studenternas SE inte påverkades signifikant av föräldrarnas utbildningsnivå. Inte heller studenternas kön, eller studieort hade någon signifikant påverkan på SE. Däremot fanns en signifikant negativ korrelation mellan studenternas ålder och SE, vilken visade på att i takt med att åldern på studenterna ökade, så minskade deras SE.

Skolforskning i allmänhet visar på att läraren är viktig, läraren är faktiskt en av de viktigaste faktorerna för elevernas framgång. Läraren är betydelsefull både när det gäller elevernas prestationer och deras attityder. Från tidigare attitydforskning vet vi att lärarens attityder har betydelse för undervisningen, men även för lärarens eget tankesätt. När det kommer till området teknikundervisning behöver lärarnas attityder undersökas och utforskas mer, vilket denna licentiatuppsats, bestående av två delstudier, bidrar till. Den övergripande forskningsfrågan är; Vad har svenska tekniklärare i grundskolan för attityder till teknikämnet och teknikundervisningen? Tekniklärarnas attityder har undersökts med både kvantitativa och kvalitativa metoder. Den första studien baseras på en enkätundersökning med 1153 tekniklärare i Sverige. Till att börja med identifierades fyra dimensioner av attityd i materialet; Teknikundervisning är viktigt, Förutsättningarna för teknikundervisning är goda, Kursplanen är i fokus för teknikundervisningen och Läraren har intresse, kunskap och självförtroende. Vidare så fanns tre kluster av lärare, Positiva, Negativa och Blandade, vilka baserades på lärarnas attityd till teknikämnet och teknikundervisning. Därefter testades olika variabler som prediktorer för klustertillhörighet, och att ha tekniklärarutbildning visade sig vara den mest betydelsefulla prediktorn. Licentiatuppsatsens andra studie är kvalitativ och bygger på intervjuer med 10 svenska tekniklärare. I den delstudien studeras en specifik del av attityder till teknikundervisning, nämligen lärarnas upplevda kontroll, som består av två komponenter; upplevd självförmåga (self-efficacy) och kontextberoende. Studien resulterade i tre underkategorier av upplevd självförmåga (self-efficacy). Dessa var Erfarenhet, utbildning och intresse, Ämneskunskap och Förberedelse. Vidare så utvecklades fyra underkategorier av kontextberoende; Stöd av kollegor, Kursplan, Resurser och Status. Lärare har olika attityder till olika delar av teknikundervisningen, men generellt sett så har lärare med tekniklärarutbildning fördelar vad gäller attityd. Vidare så pekar resultatet på att kontextuella faktorer både kan begränsa och utveckla teknikundervisningen. Att avsätta tid på olika sätt: genom tid för teknikundervisning, tid för tekniklärare att mötas och tid för utbildning av tekniklärare, visar sig vara möjliga vägar för att komma framåt och att förbättra tekniklärares attityder till teknikundervisning. / Teachers are important for students’ achievement and students’ attitudes in education in general; actually, the teacher is seen as one of the most important factors for student achievement. The teacher is important, for both the students’ achievements and mind-sets. Attitudes matters in teaching and education, which is known from previous attitude research. In technology education, teachers’ attitudes to technology education needs to be further investigated, and that is where this licentiate thesis, based on two studies, is contributing. The main research question was; What are Swedish technology teachers’ attitudes to the technology subject and to technology teaching? In this licentiate thesis, technology teachers’ attitudes were investigated by mixed methods, in two studies. The first study was based on quantitative research and an inquiry based on 1153 technology teachers in Sweden. The second study is qualitative and is based on ten interviews with Swedish technology teachers. In the first study four dimensions of attitude were found in the material; Technology education is important, Conditions are favourable for technology education, Curriculum is in focus in technology education and Confidence, interest and knowledge of the teacher is high. Further, three teacher clusters were identified, Positive, Negative and Mixed, based on teachers’ attitudes towards technology education. Predictors for cluster belonging were identified, and for a positive attitude, education in technology was identified to be the most influential predictor. In the second study, teachers’ perceived control, as a part of attitude, was studied in particular. Perceived control consist of two attitude components: self-efficacy and context dependency. Three sub-themes of self-efficacy were found; Experience, education and interest, Subject knowledge, and Preparation. Further, four sub-themes of context dependency were found; Collegial support, Syllabus, Resources and Status. Teachers in this study have different attitudes to different parts of technology education, but teachers educated in technology generally seem to have advantages, when it comes to attitudes. The results further tells that contextual factors both can limit and boost technology education. Time for teaching technology, time for technology teachers to meet and time for education of technology teachers, seems to be a key to how to find ways forward and how to improve teachers’ attitudes towards technology teaching.

Sammanfattning Studien syftar till att undersöka om det finns något samband mellan lärares upplevda självtillit, skattad skolkultur i ämneslaget och graden av kollegialt lärande i ämneslag. 23 matematiklärare på fyra olika gymnasieskolor i Västsverige har besvarat enkäten som mäter respondenternas upplevelse av skolkultur i ämneslag, upplevd självtillit i professionen och graden av kollegialt lärande i ämneslaget. Metoden för uppsatsen är en enkätundersökning med relativistisk ansats då graden av samband mellan skolkultur i ämneslag, självtillit och kollegialt lärande undersöks. Resultatet på enkäten grundar sig i lärarnas upplevda erfarenheter av skolkultur i sina ämneslag, kollegialt lärande och självtillit. Efter analys av resultat från multivariat linjär regressionsanalys och korrelationstest är resultatet att det finns ett samband mellan lärares självtillit i skolsituationer och vilken skolkultur som råder i ämneslaget. Det finns också ett samband mellan skolkultur, självtillit och graden av användandet av kollegialt lärande. Undersökningen påvisar inte orsaksambandet mellan skolkultur, grad av självtillit och graden av kollegialt lärande. Detta är ett utvecklingsområde för vidare undersökningar. Studien kan vara en grund för skolledare vid planering för utvecklingsarbete och kollegialt lärande då skolkulturen påverkar i vilken grad det kollegiala lärandet kan utvecklas samtidigt som skolkulturen har en påverkan på lärares självtillit i professionen. Nyckelord: Skolkultur, självtillit, self efficacy, kollegialt lärande / Abstract This study aims to investigate a possible correlation between  teachers experienced self efficacy, estimated school culture within their subject and the extent of professional learning within their subject.  23 mathematics teachers at four different upper secondary schools (/high schools) in the west of Sweden have answered a questionnaire which measures the respondents’ experiences of school culture within their subject, the experienced self efficacy within their profession and the degree of professional learning/peer learning within their subject.  The method used for this essay is a survey with a relativistic approach as to investigate the connection between school culture within the subject, self efficacy and professional learning. The result of the questionnaire is based on the teachers’ own experiences of school culture within their subject, professional learning and self efficacy. An analysis of the result from a multivariate linear regression analysis and correlation test shows that there is a connection between teachers’ self efficacy in school situations and the school culture within the subject. Also, there is a connection between school culture, self efficacy and the extent of professional learning. The survey does not prove the causation between school culture, degree of self efficacy and the extent of professional learning. This is a possible field for further studies.   This study could serve as a basis for school leaders when planning for improvements and peer learning as school culture affects to what extent professional learning can be developed amongst teachers, and, as it affects teachers’ self efficacy within their profession.     Key Words: School culture, self efficacy,professional learning

Doctor of Philosophy / Department of Family Studies and Human Services / Bronwyn S. Fees / When compared to adult mothers, adolescent mothers are more prone to parenting challenges (Whitman et al., 2001). Age is considered influential on a mother’s belief in her ability to successfully organize and execute her parenting plan (Bandura, 1999). The purpose of this study was to examine potential predictors of self-efficacy (determinant of parenting) among first-time mothers applying Belsky’s (1984) parenting framework. Maternal age, maternal depression, available social support and infant temperament were all considered to be potential predictors of maternal self-efficacy. A sample of first-time mothers (N = 115) with no other children in the home with an infant between the ages of four and six months was recruited from local alternative high schools, home and center child care facilities, and various other social services agencies and programs that typically serve new mothers. Participants self-reported on the above variables by completing a survey measuring self-efficacy as well as the hypothesized predictors. Responses were analyzed using group mean comparisons between 3 age groups: mothers 19 years and under (23%); mothers 20-26 years of age (29%); and mothers 26 years of age and older (48%). No significant differences in self-efficacy, perceived infant temperament, social support were found between age groups. Age differences in maternal depression fell just below significance. Maternal income level was significantly (and negatively) correlated with maternal depression, therefore was controlled for in additional analyses. Annual income, depression, and self efficacy were significantly correlated to perceived infant temperament. Mothers with lower incomes, who perceived less social support, who reported higher levels of depression, or had lower levels of self-efficacy were found to rate their infants as more temperamentally difficult. Regression analyses demonstrated that level of perceived social support significantly predicted maternal self-efficacy levels across all age groups. Additionally, infant temperament and maternal depression levels predicted self-efficacy. These findings provide evidence to support the importance of equal accessibility and affordability of social support for all new mothers to assist with the positive transition to parenthood.

D.Litt. et Phil. / This research project involved the design, development and evaluation of a model to enhance career self-efficacy. The model is based on social cognitive theory and is intended for use amongst school-leavers in disadvantaged South African communities. The project attempted to move away from theories used in the past, which catered mainly for the white population, towards a theory that (a) is applicable to various ethnic/socio-economic groups, (b) has practical as well as theoretical value, and (c) highlights important aspects, such as that of contextual, personal and experiential factors. In order to assist the researcher in developing practical solutions for the identified problem, namely, the inadequate career guidance services in the disadvantaged sector, the intervention research model was utilized. Intervention research is characterized by its ability to provide researchers with systematic and purposeful guidance for real-world problems. Programme development involved working through the requisite phases, namely, problem analysis, design, development and impact evaluation. In each phase requirements are stipulated and methodologies prescribed. During phase one, the problem analysis phase, the researcher identified disadvantaged school-leavers as being a population that is at risk, due to the historical lack of career guidance afforded them in the past. Contact was made with the Auxiliary Services of the Department of Education in the Westrand, which is tasked with the provision of guidance services to the disadvantaged schools in the area. Information was gathered and synthesized in order to assess the current state of career development and guidance, and to identify elements that would contribute to the design of a suitable and effective intervention. Based on the aforementioned, the researcher decided that there was a need for the development of a programme, as no existing programme appeared to cater adequately for the problems identified.

The purpose of this study was to determine if any statistically significant difference exists between the self-efficacy scores of student teachers who began their college experience at the community college level and student teachers who began their education at the university level. The study was used to determine whether or not the type of initial college experience impacted the first two years of college study, in relation to the development of a sense of self-efficacy at the end of the program of study. Self-efficacy data were gathered from beginning student teachers at two comparative institutions. The participants were enrolled in the colleges of education at two large metropolitan universities. One university was located in southern Texas and the other was located in north central Texas. The Teachers' Sense of Efficacy Scale was the instrument used, as well as a researcher-made questionnaire that collected demographic data. In addition to pattern of education, other independent variables included age, gender, ethnicity, certification level sought by the participant, and the number of contact hours spent by the participant in early field experiences in K-12 classrooms. A multiple regression analysis indicated no statistically significant difference in the composite score of the Teachers' Sense of Efficacy Scale, a measure of self-efficacy. The TSES also loads on three factors: Instructional Strategies, Classroom Management, and Student Engagement. Multiple regression analyses of the individual factor scores indicated no statistically significant predictive ability for self-efficacy on any of the subscales across initial college experience. Multiple regression analyses as well as MANOVAs were conducted to determine if the demographic variables of gender, age, ethnicity, G.P.A, certification level, and contact hours impacted TSES scores. The dependent variable was the general self-efficacy scores and the individual factor scores (i.e., Student Engagement, Instructional Strategies and Classroom Management) of student teachers as measured by the TSES. Analyses indicated a positive relationship between age, pattern of education, and global self-efficacy scores. In addition, a statistically significant relationship was indicated between age, pattern of education, and the factor of Instructional Strategies. No statistically significant relationship was found between initial college experience and global TSES scores or factor scores across the other demographic variables.

The purpose of this study was to examine whether or not relationships exist between principals' technology proficiency and student achievement as indicated by 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Secondly, the study examined whether or not relationships exist between principals' leadership self efficacy and student achievement as indicated in the 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Lastly, the select principal's personal and school demographic variables (principal gender, total years of experience as a professional, total years as principal at current school, total years of principal experience, highest degree earned, school economic status, school size) were considered within the study. The survey instruments used in this study were the Technology Proficiency Self Assessment Scale (TPSA) developed by Ropp in 2000 and the Principal's Self-Efficacy Scale (PSES) developed by Tschannen-Moran and Garies in 2004. A total of 129 Texas principal's participated in the study. Multiple regressions were utilized and effect size was considered to determine the strength of the relationship between variables. A statistical significance was found relating to the school's social economic status only when using both the PSES and the TPSA instruments. The effect sizes reported were all moderate, which acknowledged that relationships did exist between all predictor variables tested. Based on the information provided for B weights, School's SES was found to be the best predictor of reading TAKS achievement, preceded by Principal's Highest Degree Earned and Gender. SPSS 16.0 was used to analyze all data. This study adds to the literature on principals' technology efficacy and principal's self efficacy.