Factors of Influence on Self-Efficacy of a Teacher

The construct of teacher efficacy has been explored by a number of researchers in recent years. As it was established teacher self-efficacy beliefs positively influence students’ learning experiences and academic outcomes. However, teachers face many challenges that hinder their ability to be efficacious and impact their pupils positively. For better understanding of these concerns, we present a brief overview of the factors that can improve teachers’ sense of professional self-efficacy. The purpose of teacher education is to assist student teachers understand, explain and use self-efficacy to mediate what they know and can do, and how they teach. There are at least five sources of influence on these self-efficacy beliefs: performance accomplishments, vicarious experience, verbal persuasion, emotional and physiological arousal and imagine-symbolization.

Performance accomplishments are the most influential source of efficacy information. Successes perceived as genuine build a robust sense of self-efficacy. On the other hand, failures perceived as genuine undermine self-efficacy. Thus, teacher education programmes ought to enable student teachers to realistically and constructively perceive and attribute their successes and failures [1].

Modelling the behaviour of significant others can strengthen self-efficacy, too. While vicarious experiences are usually weaker than direct experiences, they are further strengthened by deliberate strategies which encourage the observer to self-reflect on their personal beliefs about competence and capability in similar situations. The impact of vicarious experience depends on the observer's perception of similarity with the model, the perceived influential power of the model, and the similarity between the observed and new situations and tasks [2]. Student teaching provides an interesting exemplar of vicarious experience. If associate teachers are to be used as vicarious models for student teachers, then the matching of student teachers with associate teachers for student teaching deserves to particular attention [1].

Verbal persuasion may strengthen student teachers' self-efficacy. Student teachers who are persuaded verbally that they possess the capabilities to overcome specific difficulties are likely to mobilise greater effort and to persist longer. However, verbal persuasion, in itself, may be limited in its power to promote enduring change.

In judging self-efficacy, people evaluate their emotional and physiological arousal in given situations. Emotional and physiological arousal impairs or enhances self-efficacy beliefs, and thereby influences subsequent performance. Teachers' emotions and moods are persuasive as a source of information that influences self-efficacy judgements. Mood despondency, anxiety, and depression are likely to have a negative effect on self-efficacy in that the teacher is less likely to believe they are capable of making a difference in challenging situations.

Imaginal symbolisation occurs when teachers visualise or imagine themselves performing in particular situations [1]. Imaginal symbolisation provides a source of information for teachers which affects their self-efficacy and thereby their performance. When used intentionally in teacher education programmes, it can serve as a potentially powerful way to enhance self-efficacy.

Research findings suggest that self-efficacy is a teacher’s belief about her or his own abilities to teach effectively. Developing teacher efficacy should be an important aim of a preservice teacher program. Researchers have investigated a variety of factors that contribute to the effectiveness of the teachers’ self-efficacy forming.

Literature: 1.Gibbs, C.J. (2000, August). Self-efficacious teachers: New directions in the reconstruction of teacher education. Professorial Lecture, Auckland University of Technology. 2.Schunk, D., & Zimmerman, B.J. (1999). Self-regulated learning and academic achievement: Theory, research and practice. New York: Springer-Verlag.- 1999. – p. 206-243.

Авксентьєв Антон

Харківський національний університет ім. В.Н. Каразіна

(Україна, м. Харків)