Factors Associated With Sense of Efficacy Among First Year Teachers in Sarawak
This study aimed at examining factors associated with sense of efficacy among first year beginning teachers in Sarawak, Malaysia. Beginning teachers are newly and hlly qualified teachers in their first three years of teaching assignment. The aim of this study was pursued by: (a) examining the cor...
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| Format: | Thesis |
| Language: | English English |
| Published: |
2005
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/6453/1/FPP_2005_18.pdf http://psasir.upm.edu.my/id/eprint/6453/ |
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| Summary: | This study aimed at examining factors associated with sense of efficacy among first
year beginning teachers in Sarawak, Malaysia. Beginning teachers are newly and
hlly qualified teachers in their first three years of teaching assignment. The aim of
this study was pursued by: (a) examining the correlation between two contextual
variables (support system and school climate) and first year teachers' sense of
efficacy; (b) investigating the differences in sense of efficacy in relation to selected
demographic variables; and (c) identifying the predictors of first year teachers' sense
of efficacy from the independent variables.
This study employed a combination of both quantitative and qualitative methods.
Quantitative method was set to examine the associating factors while as qualitative
method was utilised to support and triangulate the association. The quantitative data
were gathered by survey method using three instruments: Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001), Support System Survey (a selfdesigned
instrument) and School Climate Index (Tschannen-Moran & Parish, 2003).
Semi-structured interviews were employed to gather qualitative data.
The questionnaires were administered to a sample of 328 first year teachers from 45
secondary schools in Sarawak. The subjects of the study were selected by using
stratified random sampling according to eight Educational Administrative Divisions
in Sarawak and locality of the schools (urban and rural). The interviews were
conducted with two Principals, two Administrative Senior Assistants and six first
year teachers from three secondary schools. Two schools with the highest efficacy
mean score and one school with the lowest mean score were selected from research
sample to be the sites to conduct the interviews.
The quantitative findings indicated that first year teachers demonstrated a moderate
level of teachers' sense of efficacy (M = 6.57, SD = 30; score range from 1 to 9),
perceived they were provided with a moderate level of support system (M = 3.32, SD
= .57; score range from 1 to 5) and perceived their schools have a moderate positive
school climate (M = 3.66, SD = .49; score range from 1 to 5). The correlation was
significant and moderately positive between support system and first year teachers'
sense of efficacy (r = .40, p < .01) and between school climate and first year
teachers' sense of efficacy (r = .3 1, p < .01). Qualitative analyses provided related
evidence to support and triangulate the correlation between the variables. There were significant differences in first year teachers' sense of efficacy in relation to types of
teacher education (t = -2.35, p < .05), oral English proficiency (F [2, 3251 = 4.30, p
< .05) and ethnicity (F [3, 3241 = 3.88, p < .05). There was no significant difference
in first year teachers7 sense of efficacy in relation to gender (t = 1.42, p > .05),
schools location (t = -.08, p > .05), having teaching experience (t = -1.28, p > .05),
age groups (F [3,324] = 35, p > .05), and teaching subject option (F [2,325] = 2.52,
p > .05). Two factors from the variable support system (instructional support and
institutional support) and one factor from the variable school climate (academic press)
were identified as the predictors of teachers7 sense of efficacy (R* = .205, F [3, 3241
= 27.766, p < .001). The implication of the stpdy on the theory and practice of
teachers' sense of efficacy was discussed. Suggestions were offered as
considerations to enhance and foster senses' of efficacy among the first year teachers. |
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