Searching for the silver bullet: Motivation theories in the classroom
Advances in motivation science,
Journal Year:
2025,
Volume and Issue:
unknown
Published: Jan. 1, 2025
Language: Английский
General and special education teachers in co-teaching. Self-efficacy in collaboration, co-teaching benefits, and teaching practices in inclusive classrooms: a mediation analysis
European Journal of Special Needs Education,
Journal Year:
2025,
Volume and Issue:
unknown, P. 1 - 17
Published: April 2, 2025
Language: Английский
Modeling the Effects of Teacher Resilience and Self-Efficacy on Prosocialness: Implications for Sustainable Education
Sustainability,
Journal Year:
2025,
Volume and Issue:
17(9), P. 3874 - 3874
Published: April 25, 2025
Education
is
essential
for
sustainable
development.
However,
the
social
and
emotional
dimensions
of
learning—fundamental
building
resilience
fostering
prosocial
behavior—are
often
overlooked.
This
study
aims
to
examine
direct
indirect
effects
teacher
on
behavior
feelings,
mediated
by
self-efficacy
beliefs,
in
a
sample
Chilean
elementary
school
teachers
(N
=
1426;
average
age
41.5;
77.3%
women).
The
proposed
model
fit
data
well
(χ2
7337.051,
CFI
0.956,
TLI
0.954,
RMSEA
0.054,
SRMR
0.051).
Results
showed
that,
as
modeled,
had
significant
positive
prosocialness,
self-efficacy.
These
findings
suggest
that
strengthening
key
strategy
advancing
socioemotional
competencies
inclusive,
collaborative,
educational
environments
aligned
with
goals
Sustainable
Development.
Language: Английский
Neuroscience Exposure as a Predictor of Teaching Self-Efficacy
European Journal of Investigation in Health Psychology and Education,
Journal Year:
2025,
Volume and Issue:
15(5), P. 86 - 86
Published: May 16, 2025
Teaching
self-efficacy
refers
to
a
teacher’s
confidence
in
their
ability
engage
students
and
foster
learning,
directly
influencing
instructional
planning,
strategies,
student
assessment
practices.
Neuroscience
education
for
teachers
has
been
shown
increase
enthusiasm
support
professional
growth
by
introducing
essential
brain-related
principles.
This
study
investigated
whether
prior
exposure
neuroscience
predicts
teaching
among
Brazilian
basic
teachers.
A
total
of
1120
completed
online
surveys,
providing
sociodemographic
information,
educational
background,
experience,
data
regarding
previous
exposure.
Participants’
knowledge
was
assessed
through
questionnaire
designed
measure
familiarity
with
fundamental
concepts,
evaluated
using
the
Teacher
Sense
Efficacy
Scale
(TSES).
The
results
indicated
that
extracurricular
courses
demonstrated
significantly
higher
knowledge.
Additionally,
those
exhibited
marginally
significant
strategies
classroom
management,
while
no
differences
were
observed
engagement.
Regression
analyses
confirmed
predicted
management.
These
findings
reinforce
connection
between
enhanced
self-efficacy,
underscoring
importance
neuroeducation
programs
as
valuable
tools
supporting
teachers’
development
well-being.
Language: Английский
Evaluating computer science teaching competence: teachers’ self-efficacy and professional development
Discover Education,
Journal Year:
2024,
Volume and Issue:
3(1)
Published: Nov. 29, 2024
Evaluating
computer
science
(CS)
teacher
competencies
is
crucial
for
advancing
CS
education.
This
study
aims
to
develop
and
evaluate
a
self-efficacy
assessment
tool
teaching
competence
among
1412
teachers
nationwide
in
Thailand.
Using
structural
equation
modeling,
the
validity
of
was
examined
across
four
domains:
Content
Knowledge
Skills
(CK),
Instructional
Design
(ID),
Classroom
Management
(CM),
Professional
Development
(PD).
The
results
demonstrated
good
model
fit
(CFI
=
0.95,
TLI
PNFI
0.85,
RMSEA
0.08,
SRMR
0.02,
GFI
0.97).
Significant
differences
were
observed
domains
with
medium
effect
size
(χ2(3)
1233.26,
p
<
.001,
w
0.29),
highest
PD,
followed
by
CM,
CK,
ID.
Teachers
their
30
s
showed
greater
confidence
while
those
5–9
years
experience
exhibited
overall
self-efficacy.
Secondary
school
expressed
more
ID
PD
than
primary
teachers.
Additionally,
smaller
schools,
categorized
number
students,
reported
significantly
lower
CK
(p
.01),
CM
.01)
larger
schools.
These
findings
highlight
need
specific
continuing
programs
address
improve
quality
education
Language: Английский
Understanding the influencing factors of foreign language teachers’ work engagement: A meta-analytic structural equation model
Heliyon,
Journal Year:
2024,
Volume and Issue:
10(14), P. e34272 - e34272
Published: July 1, 2024
The
work
engagement
of
foreign
language
teachers
enhances
both
their
performance
and
the
quality
instruction.
Recent
studies
have
highlighted
pivotal
roles
emotional
intelligence,
job
burnout,
self-efficacy
in
fostering
teachers'
engagement.
Despite
this,
complex
interactions
between
these
factors
context
teaching
remain
underexplored.
This
study
conducts
a
meta-analytic
review
to
examine
connections
among
engagement,
educators.
Utilizing
chain
mediation
model,
it
probes
mechanism
through
which
intelligence
impacts
based
on
an
analysis
49
scholarly
articles.
Results
from
meta-analysis
robustly
validate
hypothesized
model.
Specifically,
contributes
via
four
distinct
routes:
direct
self-efficacy,
involving
burnout.
Of
evaluated
factors,
had
most
significant
impact
enhancing
Implications
findings
may
facilitate
training
ongoing
professional
development
teachers.
Language: Английский
Self-efficacy učitelů 1. stupně základní školy: zdroje jeho zlepšení
ORBIS SCHOLAE,
Journal Year:
2024,
Volume and Issue:
unknown, P. 1 - 23
Published: Sept. 3, 2024
Self-efficacy
is
an
important
teachers’
characteristic
that
reflects
how
well
they
persevere
when
faced
with
obstacles.
In
this
study
we
explored
the
sources
which,
according
to
Albert
Bandura’s
theory,
contribute
changes
in
self-efficacy.
Participants
were
984
primary
school
teachers
Czech
Republic.
Two
research
instruments
employed:
(a)
ZSE,
a
scale
measuring
use
of
self-efficacy
and
(b)
OSTES-Cz,
instructional
efficacy
class
management
efficacy.
Teachers
evaluated
mastery
experiences
emotional
states
be
strongest
sources,
followed
by
social
persuasion
vicarious
experiences.
Duration
teaching
practice
appeared
associate
experiences,
while
was
related
type
elementary
school.
regression
analyses,
significantly
predicted
On
other
hand,
states.
Findings
are
discussed
reference
future
aiming
overcome
methodology
limitations.
Language: Английский
Transforming classroom dynamics: A comparative analysis of U-style, V-style, and circle innovative teaching techniques
International Journal of ADVANCED AND APPLIED SCIENCES,
Journal Year:
2024,
Volume and Issue:
11(10), P. 105 - 113
Published: Oct. 1, 2024
This
research
paper
examines
three
distinct
teaching
methods—U-Style,
V-Style,
and
Circle—and
analyzes
their
impact
on
student
participation,
collaboration,
learning
outcomes.
The
study
involved
30
students
enrolled
in
a
Tamil
degree
program,
with
the
seating
arrangement
used
classical
literature
class.
Both
qualitative
quantitative
methods
were
to
evaluate
of
these
styles.
Data
was
collected
through
observation,
tests,
feedback.
findings
suggest
that
cluster
is
particularly
effective
creating
student-centered
classroom.
setup
promotes
collaborative
improves
engagement
emphasizes
importance
well-planned
arrangements
Using
can
help
create
an
active
cooperative
environment,
supporting
goals
modern
education.
Language: Английский
Constructing a self-management competence model for EFL teachers: A perception-strategy evaluation
Acta Psychologica,
Journal Year:
2024,
Volume and Issue:
251, P. 104592 - 104592
Published: Nov. 1, 2024
Achieving
goals
and
aspirations
as
well
managing
emotions,
thoughts,
behaviors
in
various
situations
are
the
key
components
of
self-management
competence
specified
by
Collaborative
for
Academic,
Social,
Emotional
Learning
(CASEL).
Utilizing
this
definition
a
foundation
qualitative
investigation,
study
initiated
to
explore
perceptions
strategies
EFL
teachers
regarding
their
classroom.
The
maximal
goal
was
construct
model
tailored
teachers.
For
purpose,
19
Iranian
teachers,
selected
through
convenience
sampling,
were
interviewed
via
semi-structured
written
interview
four
focus
group
sessions.
interviews
served
elicit
participants'
perspectives
on
relevant
topics.
data
analysis
method
involved
three
rounds
grounded
theory
coding
-
open,
axial,
selective
uncover
elements
teachers'
competence.
This
process
revealed
crucial
perceptions:
emotional,
behavioral,
classroom
performance
management
primary
categories
strategy:
self-directed
emotion-regulation,
student-directed
self-awareness
strategies.
Notably,
centrality
emotional
perception
regulation
within
findings
underscored
significance
dimension
These
outcomes
hold
promising
implications
improving
psychological
well-being
prospective
Language: Английский
Disruptive Student Behavior and Emotional Exhaustion in Dutch Primary Special Education Teachers: The Mediating Role of Teachers' Competence Beliefs
Psychology in the Schools,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Dec. 8, 2024
ABSTRACT
Emotional
exhaustion
is
prevalent
among
special
education
teachers
(Brunsting
et
al.
2022).
Previous
research
showed
that
disruptive
student
behavior
positively
associated
with
teachers'
emotional
(e.g.,
Kollerová
2023).
However,
the
underlying
mechanisms
are
not
yet
fully
understood.
The
present
study
investigated
competence
beliefs
as
potential
in
relationship
between
and
exhaustion,
specifically
examining
sequential
mediating
role
of
(a)
perceived
capability
to
manage
(b)
efficacy
key
domains
effective
teaching
(i.e.,
instructional
practices,
engagement,
classroom
management).
In
a
cross‐sectional
design,
313
Dutch
primary
completed
an
online
survey
assessing
relevant
variables.
mediation
model
was
tested
using
path
analysis.
Results
indirect
through
handle
their
management
consecutively.
Additionally,
direct
association
found.
Findings
suggest
training
knowledge
skills
deal
behaviors
strengthening
feelings
handling
these
may
be
helpful
prevention
exhaustion.
Language: Английский