1. Teacher self-efficacy A key to success in the classroom

2. Self efficacy (definition and implication)  Self efficacy was a term first defined by Bandura.  Bandura saw self-efficacy as a key factor of peoples’ behavior.

3. Want to know where it comes from?

4. How it differs from self-concept Want to learn more? terms

5. More about the concept by the author Bandura (1997)  Perceived self-efficacy is defined as people's beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives. Self-efficacy beliefs determine how people feel, think, motivate themselves and behave. Such beliefs produce these diverse effects through four major processes. They include cognitive, motivational, affective and selection processes.  A strong sense of efficacy enhances human accomplishment and personal well-being in many ways. People with high assurance in their capabilities approach difficult tasks as challenges to be mastered rather than as threats to be avoided. Such an efficacious outlook fosters intrinsic interest and deep engrossment in activities. They set themselves challenging goals and maintain strong commitment to them. They heighten and sustain their efforts in the face of failure. They quickly recover their sense of efficacy after failures or setbacks. They attribute failure to insufficient effort or deficient knowledge and skills which are acquirable.  In contrast, people who doubt their capabilities shy away from difficult tasks which they view as personal threats. They have low aspirations and weak commitment to the goals they choose to pursue. When faced with difficult tasks, they dwell on their personal deficiencies, on the obstacles they will encounter, and all kinds of adverse outcomes rather than concentrate on how to perform successfully. They slacken their efforts and give up quickly in the face of difficulties. They are slow to recover their sense of efficacy following failure or setbacks. Because they view insufficient performance as deficient aptitude it does not require much failure for them to lose faith in their capabilities. They fall easy victim to stress and depression.

6. Some psycho-educational terms  Affective Processes: Processes regulating emotional states and elicitation of emotional reactions.  Cognitive Processes: Thinking processes involved in the acquisition, organization and use of information.  Motivation: Activation to action. Level of motivation is reflected in choice of courses of action, and in the intensity and persistence of effort.  Perceived Self-Efficacy: People's beliefs about their capabilities to produce effects.  Self-Regulation: Exercise of influence over one's own motivation, thought processes, emotional states and patterns of behavior

7. Teacher self-efficacy In the past outcomes of the learning process where ascribed to the pupil’s potential, motivation and contextual factor’s. Teachers’ factors that where said to affect the learning process included: formal education, knowledge, and teaching abilities Teacher self-efficacy is defined as a sub-category of a person’s self- believes. It is a strong psychological aspect, at times sub- conscientious, that affects outcomes in the classroom. “the extent to which a teacher feels that she can bring about positive change and development among her pupils.” (Ashton and Webb. 1986) Areas of teacher s.e.

8. Dimensions of teacher self-efficacy A sense of personal accomplishment The teacher must view the work as meaningful and important Positive expectations for student behavior and achievement The teacher must expect students to progress. Personal responsibility for student learning Accepts accountability and shows a willingness to examine performance Strategies for achieving objectives Must plan for student learning, set goals for themselves, and identify strategies to achieve them. Positive affectFeels good about teaching, about self, and about students. Sense of controlBelieves (s)he can influence student learning

9. Test yourself: What is your level of self-efficacy in the different areas related to teaching? Please indicate your opinion to each of the questions below 1= strongly agree 6=strongly disagree 1. The amount a student can learn is primarily related to family background 2. When I really try I can get through even to difficult students 3. I have the tools to write up interesting as well as creative questions for my pupils 4. I can establish routines to keep activities running smoothly in the classroom full questionaire and scoring

10. Related links  complete scale for evaluation of teacher self-efficacy http://www.coe.ohio-state.edu/ahoy/TES22.pdf  Self efficacy and second language learning http://www.nclrc.org/caidlr15.htm#BM1  Affective strategies for developing a higher sense of self-efficacy http://www.nclrc.org/caidlr15.htm#BM2

11. Bibliography and further reading  Ashton & Webb, (1986) Making a difference: Teachers’ sense of self-efficacy and student achievement. New-York: Longman.  Bandura, (1982) Self efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.  Bandura, (1997) Self efficacy- the exercise of control. New-York: Freeman.

12. Hope these terms and cognitive processes helped you improve your self-efficacy!