Teachers’ Self-Efficacy in Handling Pupils with Emotional Problems: Basis for Teachers’ Training Program
Teachers’ self-efficacy is competence and adaptability in dealing with day-to-day problems of all sorts like stress, physical and mental fatigue, and pressures in school. This study is grounded on Self-Efficacy Theory of Albert Bandura and utilized the questionnaire adapted from Teachers’ Sense of...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
ORDT: Organization for Research Development and Training
2018-11-01
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| Series: | Journal of Interdisciplinary Sciences |
| Subjects: | |
| Online Access: | https://journalofinterdisciplinarysciences.com/wp-content/uploads/2018/10/6-Teachers%E2%80%99-Self-Efficacy-in-Handling-Pupils-with-Emotional-Problems.pdf |
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| Summary: | Teachers’ self-efficacy is competence and adaptability in dealing with day-to-day problems
of all sorts like stress, physical and mental fatigue, and pressures in school. This study is grounded on
Self-Efficacy Theory of Albert Bandura and utilized the questionnaire adapted from Teachers’ Sense of
Self-Efficacy Scale of Tschannen-Moran and Woolfolk, Hoy (2001). The same questionnaire was
subjected to face and content validation and gained .93 Cronbach Alpha Value or high validity and
reliability result. The respondents were 99 public elementary teachers. The results of the study
revealed that the majority of the teachers were married, handled large class size or 46 up to 50 pupils
in a class, with Teacher 1 position, and have been teaching for about 16-20 years yet claimed to have
no in-service training on behavior management. Having found wanting for training on behavior
management, teachers turned into their self-efficacy. Their level of self- efficacy was high in aspects of
disciplinary self-efficacy, instructional self-efficacy, efficacy to enlist parental involvement, and
efficacy to create positive school climate. This is indicative of a high extent of manifestation of abilities
of the teachers in the performance of their classroom duties. Same results, though, also indicated that
there is a need for development of more effective strategies to deal with pupils with emotional
problems and to make the school a “child-friendly” environment. The findings further revealed that
the teachers’ experience had significant relationship with their level of disciplinary and instructional
self-efficacy, hence the inputs for proposed teachers’ training program.
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| ISSN: | 2594-3405 |