Teacher self-efficacy and its relationship to teachers' perceptions of their working conditions
MetadataShow full item record
Research has shown links between high levels of teacher self-efficacy and increased student achievement. Theorists and educational researchers have identified conditions and resources that increase teacher self-efficacy. Building on existing research, this quantitative study used data from 46 teacher respondents in one Saskatchewan school division. The purpose of the study was to examine teacher self-efficacy and its relationship to teachers’ perceptions of their working conditions. An online questionnaire, based on the Teachers’ Sense of Efficacy Scale (TSES) and the Teaching, Empowering, Leading and Learning (TELL) Survey, was used to collect the data. The mode of data analysis consisted of frequency counts (means and standard deviations) for the descriptive items relating to levels of self-efficacy and perceptions of working conditions. Non-parametric methods were used to measure significance and level of differences among variables, and Spearman’s rho correlations were employed to identify the level of significance of relationships between and among the dimensions and items of teacher self-efficacy and teacher working conditions. A significant correlation was found between the two major constructs of teacher self-efficacy and teachers’ perceptions of their working conditions, and strong correlations were also found between specific dimensions of teacher self-efficacy and dimensions of working conditions. Teacher levels of self-efficacy were predominantly in the moderate and high levels, and teacher leadership was rated highest among working conditions variables. Time availability was rated the lowest of all working conditions, and was found to be significantly related to the teacher self-efficacy dimensions of classroom management and instructional strategies. Further research, using student achievement data and a greater number of participants, may clarify how teacher self-efficacy and working conditions affect student achievement.
DegreeMaster of Education (M.Ed.)
SupervisorR, Patrick J.
CommitteeDray, Norman; Burgess, David; Claypool, Tim; Molnar, Tim
Copyright DateAugust 2014
teacher working conditions
Showing items related by title, author, creator and subject.
Postive teacher-student relationships and their effects on students : five middle-years teachers' understandings Dolezsar-Glarvin, Tracy (2010-04)The purpose of this study was to describe and understand positive middle-years teacher-student relationships and their effects on students in order to ascertain if the study’s data would be consistent with the study’s ...
Teachers’ mo(u)rning stories: A living narrative inquiry into teachers’ identities on emergent high school inquiry landscapes Riffel, Kevin (2013-08-27)This particular telling and retelling from a living narrative inquiry (Clandinin & Connelly, 2000) into the early experiences of three high school science teachers – Beth, Joel, and Christina – explores the emergent inquiry ...
Re-Examining Teacher Presence in Online Communities of Inquiry: Can Gamified Learning Environments Replace Aspects of Teacher Presence? Seaton, Jennifer (2016-03-31)This research has examined the role of teacher presence in online education. The research has been guided by two research questions: 1) are there challenges to consistently establishing teacher presence in online courses?; ...