Staff View: The influence of demographic factors on teacher-written feedback self-efficacy in Malaysian secondary school teachers

The influence of demographic factors on teacher-written feedback self-efficacy in Malaysian secondary school teachers

This study is aimed at investigating the level of teacher-written feedback self-efficacy among Malaysian secondary school teachers and the influence of teachers' age, gender, qualifications and teaching experiences on their written feedback self-efficacy. Bandura (1986) had mentioned that of al...

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Main Authors:	Mahmood, Syarina, Mohamed, Othman, Mustafa, Sharifah Muzlia Binti Syed, Noor, Zainab Mohd
Format:	Article
Published:	Cognizance Research Associates 2021
Subjects:	BF Psychology L Education (General)
Online Access:	http://eprints.um.edu.my/35982/ https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118733626&doi=10.52462%2fjlls.152&partnerID=40&md5=f750234a705840a3bb791f8838010891
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id	my.um.eprints.35982
record_format	eprints
spelling	my.um.eprints.359822022-11-01T02:51:38Z http://eprints.um.edu.my/35982/ The influence of demographic factors on teacher-written feedback self-efficacy in Malaysian secondary school teachers Mahmood, Syarina Mohamed, Othman Mustafa, Sharifah Muzlia Binti Syed Noor, Zainab Mohd BF Psychology L Education (General) This study is aimed at investigating the level of teacher-written feedback self-efficacy among Malaysian secondary school teachers and the influence of teachers' age, gender, qualifications and teaching experiences on their written feedback self-efficacy. Bandura (1986) had mentioned that of all the different aspects of self-knowledge, none is more influential in people's everyday lives than their personal self-efficacy. People with a high level of self-efficacy expect favourable outcomes, while those who doubt themselves expect mediocre performance, which results in negative outcomes. This research examined the impact of self-efficacy on teacher-written feedback in formative assessment. Self-efficacy is very important to determine how teacher-written feedback is placed in their formative assessment. One hundred sixty-six English language teachers in Selangor participated in this research by completing the survey. This current research reveals that secondary schools' English teachers' self-efficacy of teacher-written feedback was mostly unrelated to their demographic factors. The results have shown that there was no significant difference among Malaysian secondary school teachers in relation to their qualification, teaching experience and level of training in written feedback self-efficacy. © 2021 Cognizance Research Associates - Published by JLLS. Cognizance Research Associates 2021 Article PeerReviewed Mahmood, Syarina and Mohamed, Othman and Mustafa, Sharifah Muzlia Binti Syed and Noor, Zainab Mohd (2021) The influence of demographic factors on teacher-written feedback self-efficacy in Malaysian secondary school teachers. Journal of Language and Linguistic Studies, 17 (4). pp. 2111-2122. ISSN 1305-578X, https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118733626&doi=10.52462%2fjlls.152&partnerID=40&md5=f750234a705840a3bb791f8838010891
institution	Universiti Malaya
building	UM Library
collection	Institutional Repository
continent	Asia
country	Malaysia
content_provider	Universiti Malaya
content_source	UM Research Repository
url_provider	http://eprints.um.edu.my/
topic	BF Psychology L Education (General)
spellingShingle	BF Psychology L Education (General) Mahmood, Syarina Mohamed, Othman Mustafa, Sharifah Muzlia Binti Syed Noor, Zainab Mohd The influence of demographic factors on teacher-written feedback self-efficacy in Malaysian secondary school teachers
description	This study is aimed at investigating the level of teacher-written feedback self-efficacy among Malaysian secondary school teachers and the influence of teachers' age, gender, qualifications and teaching experiences on their written feedback self-efficacy. Bandura (1986) had mentioned that of all the different aspects of self-knowledge, none is more influential in people's everyday lives than their personal self-efficacy. People with a high level of self-efficacy expect favourable outcomes, while those who doubt themselves expect mediocre performance, which results in negative outcomes. This research examined the impact of self-efficacy on teacher-written feedback in formative assessment. Self-efficacy is very important to determine how teacher-written feedback is placed in their formative assessment. One hundred sixty-six English language teachers in Selangor participated in this research by completing the survey. This current research reveals that secondary schools' English teachers' self-efficacy of teacher-written feedback was mostly unrelated to their demographic factors. The results have shown that there was no significant difference among Malaysian secondary school teachers in relation to their qualification, teaching experience and level of training in written feedback self-efficacy. © 2021 Cognizance Research Associates - Published by JLLS.
format	Article
author	Mahmood, Syarina Mohamed, Othman Mustafa, Sharifah Muzlia Binti Syed Noor, Zainab Mohd
author_facet	Mahmood, Syarina Mohamed, Othman Mustafa, Sharifah Muzlia Binti Syed Noor, Zainab Mohd
author_sort	Mahmood, Syarina
title	The influence of demographic factors on teacher-written feedback self-efficacy in Malaysian secondary school teachers
title_short	The influence of demographic factors on teacher-written feedback self-efficacy in Malaysian secondary school teachers
title_full	The influence of demographic factors on teacher-written feedback self-efficacy in Malaysian secondary school teachers
title_fullStr	The influence of demographic factors on teacher-written feedback self-efficacy in Malaysian secondary school teachers
title_full_unstemmed	The influence of demographic factors on teacher-written feedback self-efficacy in Malaysian secondary school teachers
title_sort	influence of demographic factors on teacher-written feedback self-efficacy in malaysian secondary school teachers
publisher	Cognizance Research Associates
publishDate	2021
url	http://eprints.um.edu.my/35982/ https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118733626&doi=10.52462%2fjlls.152&partnerID=40&md5=f750234a705840a3bb791f8838010891
_version_	1748703487839961088
score	13.211869

The influence of demographic factors on teacher-written feedback self-efficacy in Malaysian secondary school teachers

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