The Relationship among Teachers’ Self-Efficacy Beliefs, Student Motivation and Effective Teaching
Keywords:
Effective teaching, poor and disadvantaged ethnic communities, professional commitment, self-efficacy
Abstract
Abstract Views: 881
Teaching children of poor and disadvantaged ethnic communities is always considered a tough job. This study was conducted to ascertain teachers' self-efficacy beliefs about motivating students studying in elementary schools run by an NGO in various districts of Punjab. It was assumed that ethnicity and marginalization influence self-efficacy beliefs, self-motivation, and, ultimately, professional commitment. This assumption was verified by this quantitative study using the survey method. The data was collected through a multistage sampling technique from 400 teachers working in schools for ethnic and poor communities in 8 districts of Punjab. The results show a significant relationship among teachers' perceptions of self-efficacy to motivate students, capacity for self-motivation, and professional commitmentfor effective teaching. A strong positive correlation was found among teachers' self-efficacy beliefs to apply effective teaching strategies to enhance motivation among students. Therefore, school management must focus on the intrinsic motivation of teachers so that they can self-motivate themselves for effective teaching.
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References
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Anwer, F. (2019). Activity-based teaching, student motivation and academic achievement. Journal of Education and Educational Development, 6(1), 154–170.
Aslam, S., & Ali, M. S. (2017). Effect of self-efficacy on students' achievement in science: A case of secondary school students in Pakistan. European Journal of Education Studies, 3(2), 85.
Augustyniak, R. A., Ables, A. Z., Guilford, P., Lujan, H. L., Cortright, R. N., & DiCarlo, S. E. (2016). Intrinsic motivation: An overlooked component for student success. Advances in Physiology Education, 40(4), 465–466.
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10–20.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–195.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148.
Broussard, S. C., & Garrison, M. E. (2004). The relationship between classroom motivation and academic achievement in elementary school aged children. Family and Consumer Sciences Research Journal, 33(2), 106–120.
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473–490.
Deckers, L. (2018). Motivation: Biological, psychological, and environmental. Routledge.
DelGreco, R., Bernadowski, C., & Parker, S. (2018). Using illustrations to depict preservice science teachers' self-efficacy: A case study.International Journal of Instruction, 11(2), 75–88.
Doménech, F.-B., Abellán, L.-R., & Gómez, A.-A. (2017). Self-Efficacy, satisfaction, and academic achievement: The mediator role of students' expectancy-value beliefs. Frontiers in Psychology, 8, 1193.
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569–580.
Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479–507.
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psycholog, 82(3), 525.
Guilloteaux, M. J., &Dörnyei, Z. (2008). Motivating language learners: A classroom oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55–77.
Gulistan, M., Hussain, M. A., & Mushtaq, M. (2017). Relationship between mathematics teachers' self-efficacy and students' academic achievement at secondary level. Bulletin of Education and Research, 39(3), 171–182.
Hardre, P. L., & Hennessey, M. N. (2013). What they think, what they know, what they do: Rural secondary teachers' motivational beliefs and strategies. Learning Environments Research, 16(3),411–436.
Hardre, P. L., Huang, S. H., Chen, C. H., Chiang, C. T., Jen, F. L., & Warden, L. (2006). High school teachers' motivational perceptions and strategies in an East Asian nation. Asia Pacific Journal of Teacher Education, 3(4), 199–221.
Heckhausen, J., &Heckhausen, H. (2018). Motivation and action: Introduction and overview. In J. Heckhausen& H. Heckhausen (Eds.), Motivation and Action (pp. 1-14). Springer.
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84.
Hoy, A. W., & Davis, H. A. (2006). Teacher self-efficacy and its influence on the achievement of adolescents. In F. Pajares, & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 117-137). Information Age Publishing.
Hoy, W. K., & Woolfolk, A. E. (1990). Socialization of student teachers. American Educational Research Journal, 27(2), 279-300.
Inayatullah, A., &Jehangir, P. (2012). Teacher's job performance: The role of motivation. Abasyn Journal of Social Sciences, 5(2), 78–99.
Karimi, M. N., &Zade, S. S. H. (2019). Teachers' use of motivational strategies: Effects of a motivation-oriented professional development course. Innovation in Language Learning and Teaching, 13(2), 194–204.
Kazakova, J. (2019). Motivational strategies of local and foreign students: Socio-cultural commonalities and differences. In M.-W. Kowalczuk, A.-B. Korzeniecka, W. Danilewicz, & G. Lauwers (Eds.), Teacher education for the 21st century trends: Challenges and new directions (pp.355–367).Verlag Barbara Budrich.
Khan, P. (2014). An analysis of motivational factors for teachers in teaching profession and their impact on students' performance. The Dialogue, 9(4), 374–385.
Kilday, J. E., Lenser, M. L., & Miller, A. D. (2016). Considering students in teachers' self-efficacy: Examination of a scale for student-oriented teaching. Teaching and Teacher Education, 56, 61–71.
Laninga, L.-W., Ryan, A. M., Harakeh, Z., Shin, H., & Vollebergh, W. A. (2018). The moderating role of popular peers' achievement goals in 5thand 6thgraders' achievement-related friendships: A social network analysis. Journal of Educational Psychology, 110(2), 289.
Maddux, J. E. (2002). Self-efficacy: The power of believing you can. In C. R. Snyder, & S. J. Lopez (Eds.), Handbook of Positive Psychology (pp. 277-287). Oxford University Press.
Martin, G. M., Kandasamy, B., DiMaio, F., Yoshioka, C., & Shyng, S. L. (2017). Anti-diabetic drug binding site in a mammalian KATP channel revealed by Cryo-EM. Elife, 6, e31054.
Mojavezi, A., & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students' motivation and achievement. Theory & Practice in Language Studies, 2(3), 325–330.
Moskovsky, C., Alrabai, F., Paolini, S., & Ratcheva, S. (2013). The effects of teachers' motivational strategies on learners' motivation: A controlled investigation of second language acquisition. Language Learning, 63(1), 34–62.
Nakata, Y. (2006). Motivation and experience in foreign language learning. Peter Lang.
Nra, H.S., &Vibulphol, J. (2020). How is students' motivation enhanced in English classrooms in unstable socio-political contexts? International Journal of Educational Methodology, 6(1), 1–11.
Nyakongo, O.H. (2015). Influence of motivation on teachers' job performance in public secondary schools in Rachuonyio South Sub-County, Homa Bay County: Keyna [Doctoral dissertation]. Kenyatta University, Keyna.
Özen, S. O. (2017). The effect of motivation on student achievement. In E. Karadag (Ed.), The factors effecting student achievement (pp. 35-56). Springer.
Radel, R., Sarrasin, P., Legrain, P., & Wild, T. (2010). Social contagion of motivation between teacher and student: Analyzing underlying processes. Journal of Educational Psychology, 102, 577–587.
Raths, J., & McAninch, A. R. (2003). Teacher beliefs and classroom performance: The impact of teacher education (Vol. 6). Information Age Publishing.
Sahito, Z., &Vaisanen, P. (2019). A narrative analysis of teacher educators' motivation: Evidence from the Universities of Sindh, Pakistan. Journal of Language Teaching and Research, 10(4), 673–682.
Saleem, M. A., & Ghani, M. (2019). The role of motivational teaching strategies used by English language teachers in Urdu medium secondary schools in Pakistan. International Journal of English Linguistics, 9(2), 75–85.
Schunk, D.H., Mullen, C.A. (2012). Self-efficacy as an engaged learner. In S. Christenson, A.Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 219-235). Springer.
Shahzad, K., & Naureen, S. (2017). Impact of teacher self-efficacy on secondary school students' academic achievement. Journal of Education and Educational Development, 4(1), 48–72.
Soleas, E., & Bolden, B. (2020). What Helped Me Innovate: Identified Motivation Factors from Canadian Innovators’ Education Experiences. Canadian Journal of Education/Revue Canadienne de l'éducation, 43(3), 740-769.
Tastan, S. B., Davoudi, S. M. M., Masalimova, A. R., Bersanov, A. S., Kurbanov, R. A., Boiarchuk, A. V., & Pavlushin, A. A. (2018). The impacts of teacher's efficacy and motivation on student's academic achievement in science education among secondary and high school students. EURASIA Journal of Mathematics Science and Technology Education, 14(6), 2353–2366.
Tileston, D. W. (2010). What every teacher should know about diverse learners. Corwin press.
Tschannen, M.-M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248.
Turner, J. C. (1995). The influence of classroom contexts on young children's motivation for literacy. Reading Research Quarterly, 2(4), 410–441.
Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015.
Anwer, F. (2019). Activity-based teaching, student motivation and academic achievement. Journal of Education and Educational Development, 6(1), 154–170.
Aslam, S., & Ali, M. S. (2017). Effect of self-efficacy on students' achievement in science: A case of secondary school students in Pakistan. European Journal of Education Studies, 3(2), 85.
Augustyniak, R. A., Ables, A. Z., Guilford, P., Lujan, H. L., Cortright, R. N., & DiCarlo, S. E. (2016). Intrinsic motivation: An overlooked component for student success. Advances in Physiology Education, 40(4), 465–466.
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10–20.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–195.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148.
Broussard, S. C., & Garrison, M. E. (2004). The relationship between classroom motivation and academic achievement in elementary school aged children. Family and Consumer Sciences Research Journal, 33(2), 106–120.
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473–490.
Deckers, L. (2018). Motivation: Biological, psychological, and environmental. Routledge.
DelGreco, R., Bernadowski, C., & Parker, S. (2018). Using illustrations to depict preservice science teachers' self-efficacy: A case study.International Journal of Instruction, 11(2), 75–88.
Doménech, F.-B., Abellán, L.-R., & Gómez, A.-A. (2017). Self-Efficacy, satisfaction, and academic achievement: The mediator role of students' expectancy-value beliefs. Frontiers in Psychology, 8, 1193.
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569–580.
Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479–507.
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psycholog, 82(3), 525.
Guilloteaux, M. J., &Dörnyei, Z. (2008). Motivating language learners: A classroom oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55–77.
Gulistan, M., Hussain, M. A., & Mushtaq, M. (2017). Relationship between mathematics teachers' self-efficacy and students' academic achievement at secondary level. Bulletin of Education and Research, 39(3), 171–182.
Hardre, P. L., & Hennessey, M. N. (2013). What they think, what they know, what they do: Rural secondary teachers' motivational beliefs and strategies. Learning Environments Research, 16(3),411–436.
Hardre, P. L., Huang, S. H., Chen, C. H., Chiang, C. T., Jen, F. L., & Warden, L. (2006). High school teachers' motivational perceptions and strategies in an East Asian nation. Asia Pacific Journal of Teacher Education, 3(4), 199–221.
Heckhausen, J., &Heckhausen, H. (2018). Motivation and action: Introduction and overview. In J. Heckhausen& H. Heckhausen (Eds.), Motivation and Action (pp. 1-14). Springer.
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84.
Hoy, A. W., & Davis, H. A. (2006). Teacher self-efficacy and its influence on the achievement of adolescents. In F. Pajares, & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 117-137). Information Age Publishing.
Hoy, W. K., & Woolfolk, A. E. (1990). Socialization of student teachers. American Educational Research Journal, 27(2), 279-300.
Inayatullah, A., &Jehangir, P. (2012). Teacher's job performance: The role of motivation. Abasyn Journal of Social Sciences, 5(2), 78–99.
Karimi, M. N., &Zade, S. S. H. (2019). Teachers' use of motivational strategies: Effects of a motivation-oriented professional development course. Innovation in Language Learning and Teaching, 13(2), 194–204.
Kazakova, J. (2019). Motivational strategies of local and foreign students: Socio-cultural commonalities and differences. In M.-W. Kowalczuk, A.-B. Korzeniecka, W. Danilewicz, & G. Lauwers (Eds.), Teacher education for the 21st century trends: Challenges and new directions (pp.355–367).Verlag Barbara Budrich.
Khan, P. (2014). An analysis of motivational factors for teachers in teaching profession and their impact on students' performance. The Dialogue, 9(4), 374–385.
Kilday, J. E., Lenser, M. L., & Miller, A. D. (2016). Considering students in teachers' self-efficacy: Examination of a scale for student-oriented teaching. Teaching and Teacher Education, 56, 61–71.
Laninga, L.-W., Ryan, A. M., Harakeh, Z., Shin, H., & Vollebergh, W. A. (2018). The moderating role of popular peers' achievement goals in 5thand 6thgraders' achievement-related friendships: A social network analysis. Journal of Educational Psychology, 110(2), 289.
Maddux, J. E. (2002). Self-efficacy: The power of believing you can. In C. R. Snyder, & S. J. Lopez (Eds.), Handbook of Positive Psychology (pp. 277-287). Oxford University Press.
Martin, G. M., Kandasamy, B., DiMaio, F., Yoshioka, C., & Shyng, S. L. (2017). Anti-diabetic drug binding site in a mammalian KATP channel revealed by Cryo-EM. Elife, 6, e31054.
Mojavezi, A., & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students' motivation and achievement. Theory & Practice in Language Studies, 2(3), 325–330.
Moskovsky, C., Alrabai, F., Paolini, S., & Ratcheva, S. (2013). The effects of teachers' motivational strategies on learners' motivation: A controlled investigation of second language acquisition. Language Learning, 63(1), 34–62.
Nakata, Y. (2006). Motivation and experience in foreign language learning. Peter Lang.
Nra, H.S., &Vibulphol, J. (2020). How is students' motivation enhanced in English classrooms in unstable socio-political contexts? International Journal of Educational Methodology, 6(1), 1–11.
Nyakongo, O.H. (2015). Influence of motivation on teachers' job performance in public secondary schools in Rachuonyio South Sub-County, Homa Bay County: Keyna [Doctoral dissertation]. Kenyatta University, Keyna.
Özen, S. O. (2017). The effect of motivation on student achievement. In E. Karadag (Ed.), The factors effecting student achievement (pp. 35-56). Springer.
Radel, R., Sarrasin, P., Legrain, P., & Wild, T. (2010). Social contagion of motivation between teacher and student: Analyzing underlying processes. Journal of Educational Psychology, 102, 577–587.
Raths, J., & McAninch, A. R. (2003). Teacher beliefs and classroom performance: The impact of teacher education (Vol. 6). Information Age Publishing.
Sahito, Z., &Vaisanen, P. (2019). A narrative analysis of teacher educators' motivation: Evidence from the Universities of Sindh, Pakistan. Journal of Language Teaching and Research, 10(4), 673–682.
Saleem, M. A., & Ghani, M. (2019). The role of motivational teaching strategies used by English language teachers in Urdu medium secondary schools in Pakistan. International Journal of English Linguistics, 9(2), 75–85.
Schunk, D.H., Mullen, C.A. (2012). Self-efficacy as an engaged learner. In S. Christenson, A.Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 219-235). Springer.
Shahzad, K., & Naureen, S. (2017). Impact of teacher self-efficacy on secondary school students' academic achievement. Journal of Education and Educational Development, 4(1), 48–72.
Soleas, E., & Bolden, B. (2020). What Helped Me Innovate: Identified Motivation Factors from Canadian Innovators’ Education Experiences. Canadian Journal of Education/Revue Canadienne de l'éducation, 43(3), 740-769.
Tastan, S. B., Davoudi, S. M. M., Masalimova, A. R., Bersanov, A. S., Kurbanov, R. A., Boiarchuk, A. V., & Pavlushin, A. A. (2018). The impacts of teacher's efficacy and motivation on student's academic achievement in science education among secondary and high school students. EURASIA Journal of Mathematics Science and Technology Education, 14(6), 2353–2366.
Tileston, D. W. (2010). What every teacher should know about diverse learners. Corwin press.
Tschannen, M.-M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248.
Turner, J. C. (1995). The influence of classroom contexts on young children's motivation for literacy. Reading Research Quarterly, 2(4), 410–441.
Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015.
Published
2020-12-23
How to Cite
Alexander, S. (2020). The Relationship among Teachers’ Self-Efficacy Beliefs, Student Motivation and Effective Teaching. UMT Education Review, 3(2), 47-64. https://doi.org/10.32350/uer.32.03
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