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Teachers self-efficacy beliefs for teaching reading in English second language at Namibian rural schools / Pontianus Musenge KamunimaKamunima, Pontianus Musenge January 2014 (has links)
Teacher self-efficacy beliefs (TSE) are an important attribute of effective teachers. Teacher
efficacy refers to a teacher‘s belief in his or her abilities to bring about valued outcomes of
engagement and learning among learners, including difficult or unmotivated learners. English
Second Language (ESL) reading seems to be a substantial problem in Namibia. This
research aimed to explore rural Namibian grade 4-6 teachers‘ self-efficacy beliefs regarding
the teaching of ESL reading. The research was based on Bandura (1997)‘s well-known four
sources of self-efficacy, and the Linnenbrink and Pintrich (2003) engagements to focus on
aspects which influence teachers‘ TSE with regard to teaching reading. The researcher
formed assumptions from the epistemological premises and followed an interpretive approach.
A non-probability sampling method was used to select the eight teachers within the
four schools of the nearby circuit. The data were collected qualitatively by means of in-depth
interviews in order to gather data from teachers‘ individual experiences about intermediate
learners‘ low reading skills and teaching reading. Data were analysed and interpreted using
Atlas.ti ™. The purpose of this research was to identify issues regarding rural Namibian
teachers‘ self-efficacy beliefs that relate to teaching English Second Language (ESL) reading.
The rationale for this study was to identify gaps related to teachers‘ SEBs and to make
suggestions to improve teachers SEB‘s. The researcher identified a fifth source, the school
environment, as another source that influences teachers‘ SEBs regarding teaching reading.
Since the school environment is an additional source of self-efficacy the researcher recommend
further research that can establish evidence on how school environment influences
SEBs with regard to reading achievements. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014
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Teachers self-efficacy beliefs for teaching reading in English second language at Namibian rural schools / Pontianus Musenge KamunimaKamunima, Pontianus Musenge January 2014 (has links)
Teacher self-efficacy beliefs (TSE) are an important attribute of effective teachers. Teacher
efficacy refers to a teacher‘s belief in his or her abilities to bring about valued outcomes of
engagement and learning among learners, including difficult or unmotivated learners. English
Second Language (ESL) reading seems to be a substantial problem in Namibia. This
research aimed to explore rural Namibian grade 4-6 teachers‘ self-efficacy beliefs regarding
the teaching of ESL reading. The research was based on Bandura (1997)‘s well-known four
sources of self-efficacy, and the Linnenbrink and Pintrich (2003) engagements to focus on
aspects which influence teachers‘ TSE with regard to teaching reading. The researcher
formed assumptions from the epistemological premises and followed an interpretive approach.
A non-probability sampling method was used to select the eight teachers within the
four schools of the nearby circuit. The data were collected qualitatively by means of in-depth
interviews in order to gather data from teachers‘ individual experiences about intermediate
learners‘ low reading skills and teaching reading. Data were analysed and interpreted using
Atlas.ti ™. The purpose of this research was to identify issues regarding rural Namibian
teachers‘ self-efficacy beliefs that relate to teaching English Second Language (ESL) reading.
The rationale for this study was to identify gaps related to teachers‘ SEBs and to make
suggestions to improve teachers SEB‘s. The researcher identified a fifth source, the school
environment, as another source that influences teachers‘ SEBs regarding teaching reading.
Since the school environment is an additional source of self-efficacy the researcher recommend
further research that can establish evidence on how school environment influences
SEBs with regard to reading achievements. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014
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Validation of a coping self–efficacy scale in an African context / Mabet M. van WykVan Wyk, Mabet Marie January 2010 (has links)
Various scales have previously been developed to measure coping strategies (Taylor & Stanton, 2007; Devonport & Lane, 2006; Stapelberg, 1999) or self–efficacy (Carroll et al., 2005; Chen et al., 2001; Tipton & Worthington, 1984); and some of them have been validated in a South African context, but the validation of a coping self–efficacy scale as a single measurement has not been conducted in an African context. Therefore, the aim of this study was to validate Chesney et al.’s 2006 Coping Self–Efficacy Scale (CSE) in an African context.
A multicultural convenience sample of 2 214 South African adolescents and adults, including both male and female participants, participated in this study. Measuring instruments such as the Coping Self–Efficacy Scale (CSE) (Chesney, Neilands, Chambers, Taylor & Folkman, 2006), the Mental Health Continuum - Short Form for adults (MHC–SF) (Keyes et al., 2008), the New General Self–Efficacy Scale (NGSE) (Chen, Gully & Eden, 2001; 2004), the Fortitude Questionnaire (FORQ) (Pretorius, 1998), the Patient Health Questionnaire: Depression Symptoms (PHQ–9) (Kroenke, Spitzer & Williams, 2001) and the General Health Questionnaire (GHQ) (Goldberg & Hillier, 1979) were used in this study. Criterion–related validity of the CSE was established. Construct validity was determined by conducting confirmatory and exploratory factor analyses as well as SEM on the CSE.
Results indicated a Cronbach alpha reliability coefficient of 0.87 and satisfactory inter–item correlations ranging from 0.19–0.21. Criterion–related validity was satisfactory. Confirmatory analysis indicated a good fit and exploratory factor analysis confirmed the three major factors similar to Chesney et al.’s (2006) findings. Construct validity was further supported by SEM analysis, which confirmed the three–factor structure.
The CSE can be viewed as reliable and valid for use in further research in the African context. Future studies should validate this scale in various population groups, with translated versions of the scale and with randomly selected groups. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.
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Validation of a coping self–efficacy scale in an African context / Mabet M. van WykVan Wyk, Mabet Marie January 2010 (has links)
Various scales have previously been developed to measure coping strategies (Taylor & Stanton, 2007; Devonport & Lane, 2006; Stapelberg, 1999) or self–efficacy (Carroll et al., 2005; Chen et al., 2001; Tipton & Worthington, 1984); and some of them have been validated in a South African context, but the validation of a coping self–efficacy scale as a single measurement has not been conducted in an African context. Therefore, the aim of this study was to validate Chesney et al.’s 2006 Coping Self–Efficacy Scale (CSE) in an African context.
A multicultural convenience sample of 2 214 South African adolescents and adults, including both male and female participants, participated in this study. Measuring instruments such as the Coping Self–Efficacy Scale (CSE) (Chesney, Neilands, Chambers, Taylor & Folkman, 2006), the Mental Health Continuum - Short Form for adults (MHC–SF) (Keyes et al., 2008), the New General Self–Efficacy Scale (NGSE) (Chen, Gully & Eden, 2001; 2004), the Fortitude Questionnaire (FORQ) (Pretorius, 1998), the Patient Health Questionnaire: Depression Symptoms (PHQ–9) (Kroenke, Spitzer & Williams, 2001) and the General Health Questionnaire (GHQ) (Goldberg & Hillier, 1979) were used in this study. Criterion–related validity of the CSE was established. Construct validity was determined by conducting confirmatory and exploratory factor analyses as well as SEM on the CSE.
Results indicated a Cronbach alpha reliability coefficient of 0.87 and satisfactory inter–item correlations ranging from 0.19–0.21. Criterion–related validity was satisfactory. Confirmatory analysis indicated a good fit and exploratory factor analysis confirmed the three major factors similar to Chesney et al.’s (2006) findings. Construct validity was further supported by SEM analysis, which confirmed the three–factor structure.
The CSE can be viewed as reliable and valid for use in further research in the African context. Future studies should validate this scale in various population groups, with translated versions of the scale and with randomly selected groups. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.
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Occupational self-efficacy as a mediator between strength- and deficiency-based approaches and work engagement in a sample of South African employees / Lani van der Merwe.Van der Merwe, Lani January 2012 (has links)
To stay competitive organisations need to harness and develop their human potential. Traditionally, a deficiency-based approach (DBA) was followed i.e. the focus was set on the development of employees’ deficiencies and weaknesses. However, focusing on an employee’s weaknesses and deficiencies was not sufficient. Consequently, a positive approach was developed that focuses on an individual’s strengths and talents. Unfortunately, exclusively focusing on only strengths or on weaknesses is not sufficient for optimum human functioning. Therefore, it is suggested that South African organisations make use of a balanced approach (i.e. a balanced focus on both the development and use of strengths and weaknesses). This will assist employees to be more positive and engaged in terms of their work. However, there seems to be a lack of research regarding the use of a balanced approach in organisations.
The general objective of this study was to investigate the relationship between job resources, a strength-based approach (SBA), a DBA, occupational self-efficacy (OSE), and work engagement. This study was further aimed at determining whether OSE mediated the relationship between these variables among South African employees. An availability sample (N = 699) was taken from various South African organisations. This study made use of a quantitative, cross-sectional design to collect data; a biographical questionnaire; a job resources questionnaire (VBBA); an organisational SBA and DBA questionnaire; a OSE questionnaire and a work engagement questionnaire (UWES). Structural equation modelling was chosen as the method to test the hypothesised model. Mediating effects were tested by using the bootstrapping method.
The research results have indicated that there is a positive correlation between autonomy, SBA, DBA, OSE and work engagement. This research found that no correlations existed between relationship with supervisor, information sharing and participation in decision-making and work engagement. There seems to be a significant relationship between autonomy, relationship with colleagues and OSE. From the results OSE can only be seen as the mediator between autonomy and work engagement. From this one can assume that using SBA and DBA in a balanced approach can lead to higher work engagement.
Recommendations were made for the organisation and future research. / Thesis (MCom (Industrial Psychology))--North-West University, Potchefstroom Campus, 2013.
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Occupational self-efficacy as a mediator between strength- and deficiency-based approaches and work engagement in a sample of South African employees / Lani van der Merwe.Van der Merwe, Lani January 2012 (has links)
To stay competitive organisations need to harness and develop their human potential. Traditionally, a deficiency-based approach (DBA) was followed i.e. the focus was set on the development of employees’ deficiencies and weaknesses. However, focusing on an employee’s weaknesses and deficiencies was not sufficient. Consequently, a positive approach was developed that focuses on an individual’s strengths and talents. Unfortunately, exclusively focusing on only strengths or on weaknesses is not sufficient for optimum human functioning. Therefore, it is suggested that South African organisations make use of a balanced approach (i.e. a balanced focus on both the development and use of strengths and weaknesses). This will assist employees to be more positive and engaged in terms of their work. However, there seems to be a lack of research regarding the use of a balanced approach in organisations.
The general objective of this study was to investigate the relationship between job resources, a strength-based approach (SBA), a DBA, occupational self-efficacy (OSE), and work engagement. This study was further aimed at determining whether OSE mediated the relationship between these variables among South African employees. An availability sample (N = 699) was taken from various South African organisations. This study made use of a quantitative, cross-sectional design to collect data; a biographical questionnaire; a job resources questionnaire (VBBA); an organisational SBA and DBA questionnaire; a OSE questionnaire and a work engagement questionnaire (UWES). Structural equation modelling was chosen as the method to test the hypothesised model. Mediating effects were tested by using the bootstrapping method.
The research results have indicated that there is a positive correlation between autonomy, SBA, DBA, OSE and work engagement. This research found that no correlations existed between relationship with supervisor, information sharing and participation in decision-making and work engagement. There seems to be a significant relationship between autonomy, relationship with colleagues and OSE. From the results OSE can only be seen as the mediator between autonomy and work engagement. From this one can assume that using SBA and DBA in a balanced approach can lead to higher work engagement.
Recommendations were made for the organisation and future research. / Thesis (MCom (Industrial Psychology))--North-West University, Potchefstroom Campus, 2013.
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Self-evaluasie en die vorming van selfdoeltreffendheidspersepsiesSteyn, Renier 30 November 2005 (has links)
Optimistiese self-evaluasies oor die vermoë om take uit te voer is belangrik vir sukses in verskeie aspekte van menswees. Wanneer mense sulke self-evaluasies doen en selfdoeltreffendheids-persepsies vorm maak hulle van inligting uit verskeie bronne gebruik. Volgens teorieë wat spesifiek verband hou met self-evaluasie is mense tydens die vorming van sulke persepsies omtrent die self veral afhanklik van inligting bekom deur sosiale vergelyking. Hierteenoor beklemtoon teorieë wat meer met selfdoeltreffendheid verband hou, die belangrikheid van self-verwysende inligting soos gevorm tydens prestasie-ervarings. Die doel met hierdie navorsing is om die ordening van die bronne van inligting, wat tydens die vorming van selfdoeltreffendheids-persepsies gebruik word, te ondersoek. Die resultate sal bydra om belangrike vrae te beantwoord oor die voorbereiding van mense vir die uitvoering van uitdagende take.
In 'n eksperiment (N=1 723) wat op 'n Solomon-vier-groep-ontwerp geskoei is, is drie vorme van inligting wat persepsies kan beïnvloed aan drie eksperimentele groepe verskaf terwyl daar vyf kontrolegroepe was. Die effek van die ingrepe is met 'n vraelys gemeet. Die resultate toon dat selfdoeltreffendheidspersepsies meer deur selfverwysende inligting as deur sosiale vergelykings-inligting beïnvloed word. Dit is ook bevind dat die verskaffing van addisionele inligting nie 'n kumulatiewe effek tydens die vorming van selfdoeltreffendheidspersepsies het nie. Die implikasies van die resultate ten opsigte van die praktyk en teoretiese beskouinge is in die laaste instansie bespreek. / Optimistic self-evaluation regarding the ability to cany out tasks is important for success in
various fields ofhuman endeavour. When people do such self-evaluations and fmm self-efficacy
perceptions, they make use of information from various sources. According to theories related to
self-evaluation, people engaged in forming such perceptions about themselves largely depend on
information gained through social comparison. However, theories of self-efficacy emphasize the
importance of self-referenced information, such as those formed through enactive attainments.
The purpose of this research is to examine the collation of sources of information used in forming
self-efficacy perceptions. The results will help to answer important questions about preparing
people to perform challenging tasks.
In an experiment (N=l 723) modelled on the Solomon Four Group Design, three types of
information likely to influence perceptions were supplied to three experimental groups, while
there were five control groups. The effects of the interventions were measured by means of a
questionnaire. Results confirmed that perceptions of self-efficacy are more profoundly influenced
by self-referenced information than by social comparisons. It was also found that additional
information did not have a cumulative effect dming the forming of self -efficacy perceptions. The
implications of the results with respect to practical and theoretical viewpoints are discussed in the
final instance. / Psychology / D.Litt. et Phil. (Sielkunde)
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Faktore wat verband hou met die leermotivering en leerhouding van leerders in sekondêre skole in die Upington omgewing. / Factors related to the learning motivation and learning attitude of learners in scondary schools in the Upington areaNel, William Nico 11 1900 (has links)
Summaries in Afrikaans and English / The aim was to establish factors related to learning motivation and learning attitude
of learners in historically coloured schools.
An eclectic approach was followed because theoretical views on motivation could
not furnish a comprehensive theory. The definition emerging from this approach
states that motivation is a process started within a person to create a state of need
for satisfaction and happiness that can be reached by instigating and sustaining
goal-directed activity. The link between learning and motivation, as well as related
factors, was ascertained. Determinants of high and low levels of learning motivation
were established. Programmes aimed at higher motivation levels were explored.
Empirically it was proven that grade 9 learners in historically coloured schools
leaned more towards an extrinsic orientation; grade 12's more intrinsic. An
intervention programme is suggested. / Die doel was om vas te stel watter faktore hou verband met die leermotivering en
leerhouding van leerders in histories bruin sekondere skole spesifiek.
'n Eklektiese benadering is gevolg omdat die teoretiese beskouings oor
leerrnotivering nie 'n bevredigende allesomvattende teorie kon verskaf nie. Die
werksdefinisie van motivering is 'n gevolg daarvan en lui as volg: motivering is die
proses wat in die persoon aan die gang gesit word om 'n staat van behoefte na
tevredenheid en geluk te skep wat bereik kan word deur doelgerigte aktiwiteit aan te
stig en aan die gang te hou. Die verband tussen leer en motivering is bepaal asook
die faktore wat verband hou met leermotivering. Bepalers van hoe en lae
leermotiveringsvlakke is vasgestel en ingrypingsprogramme gemik op verhoogde
motivering is ondersoek. Empiries is bewys dat die graad 9-leerders meer geneig is
tot ekstrinsieke orienterings rakende leermotivering; graad 12-leerders meer
intrinsiek. 'n lngrypingsprogram word voorgestel. / Teacher Education / M. Ed. (met spesialisering in Voorligting)
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Self-evaluasie en die vorming van selfdoeltreffendheidspersepsiesSteyn, Renier 30 November 2005 (has links)
Optimistiese self-evaluasies oor die vermoë om take uit te voer is belangrik vir sukses in verskeie aspekte van menswees. Wanneer mense sulke self-evaluasies doen en selfdoeltreffendheids-persepsies vorm maak hulle van inligting uit verskeie bronne gebruik. Volgens teorieë wat spesifiek verband hou met self-evaluasie is mense tydens die vorming van sulke persepsies omtrent die self veral afhanklik van inligting bekom deur sosiale vergelyking. Hierteenoor beklemtoon teorieë wat meer met selfdoeltreffendheid verband hou, die belangrikheid van self-verwysende inligting soos gevorm tydens prestasie-ervarings. Die doel met hierdie navorsing is om die ordening van die bronne van inligting, wat tydens die vorming van selfdoeltreffendheids-persepsies gebruik word, te ondersoek. Die resultate sal bydra om belangrike vrae te beantwoord oor die voorbereiding van mense vir die uitvoering van uitdagende take.
In 'n eksperiment (N=1 723) wat op 'n Solomon-vier-groep-ontwerp geskoei is, is drie vorme van inligting wat persepsies kan beïnvloed aan drie eksperimentele groepe verskaf terwyl daar vyf kontrolegroepe was. Die effek van die ingrepe is met 'n vraelys gemeet. Die resultate toon dat selfdoeltreffendheidspersepsies meer deur selfverwysende inligting as deur sosiale vergelykings-inligting beïnvloed word. Dit is ook bevind dat die verskaffing van addisionele inligting nie 'n kumulatiewe effek tydens die vorming van selfdoeltreffendheidspersepsies het nie. Die implikasies van die resultate ten opsigte van die praktyk en teoretiese beskouinge is in die laaste instansie bespreek. / Optimistic self-evaluation regarding the ability to cany out tasks is important for success in
various fields ofhuman endeavour. When people do such self-evaluations and fmm self-efficacy
perceptions, they make use of information from various sources. According to theories related to
self-evaluation, people engaged in forming such perceptions about themselves largely depend on
information gained through social comparison. However, theories of self-efficacy emphasize the
importance of self-referenced information, such as those formed through enactive attainments.
The purpose of this research is to examine the collation of sources of information used in forming
self-efficacy perceptions. The results will help to answer important questions about preparing
people to perform challenging tasks.
In an experiment (N=l 723) modelled on the Solomon Four Group Design, three types of
information likely to influence perceptions were supplied to three experimental groups, while
there were five control groups. The effects of the interventions were measured by means of a
questionnaire. Results confirmed that perceptions of self-efficacy are more profoundly influenced
by self-referenced information than by social comparisons. It was also found that additional
information did not have a cumulative effect dming the forming of self -efficacy perceptions. The
implications of the results with respect to practical and theoretical viewpoints are discussed in the
final instance. / Psychology / D.Litt. et Phil. (Sielkunde)
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Faktore wat verband hou met die leermotivering en leerhouding van leerders in sekondêre skole in die Upington omgewing. / Factors related to the learning motivation and learning attitude of learners in scondary schools in the Upington areaNel, William Nico 11 1900 (has links)
Summaries in Afrikaans and English / The aim was to establish factors related to learning motivation and learning attitude
of learners in historically coloured schools.
An eclectic approach was followed because theoretical views on motivation could
not furnish a comprehensive theory. The definition emerging from this approach
states that motivation is a process started within a person to create a state of need
for satisfaction and happiness that can be reached by instigating and sustaining
goal-directed activity. The link between learning and motivation, as well as related
factors, was ascertained. Determinants of high and low levels of learning motivation
were established. Programmes aimed at higher motivation levels were explored.
Empirically it was proven that grade 9 learners in historically coloured schools
leaned more towards an extrinsic orientation; grade 12's more intrinsic. An
intervention programme is suggested. / Die doel was om vas te stel watter faktore hou verband met die leermotivering en
leerhouding van leerders in histories bruin sekondere skole spesifiek.
'n Eklektiese benadering is gevolg omdat die teoretiese beskouings oor
leerrnotivering nie 'n bevredigende allesomvattende teorie kon verskaf nie. Die
werksdefinisie van motivering is 'n gevolg daarvan en lui as volg: motivering is die
proses wat in die persoon aan die gang gesit word om 'n staat van behoefte na
tevredenheid en geluk te skep wat bereik kan word deur doelgerigte aktiwiteit aan te
stig en aan die gang te hou. Die verband tussen leer en motivering is bepaal asook
die faktore wat verband hou met leermotivering. Bepalers van hoe en lae
leermotiveringsvlakke is vasgestel en ingrypingsprogramme gemik op verhoogde
motivering is ondersoek. Empiries is bewys dat die graad 9-leerders meer geneig is
tot ekstrinsieke orienterings rakende leermotivering; graad 12-leerders meer
intrinsiek. 'n lngrypingsprogram word voorgestel. / Teacher Education / M. Ed. (met spesialisering in Voorligting)
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