Basikin, MEd Research Candidate
Faculty of Education, Bldg 6
Teachers’ efficacy beliefs, work engagement, and autonomy
Supervisor: Dr Paul Richardson
Efficacy beliefs among teachers have been considered instrumental in affecting the effort teachers put into teaching, in setting goals, and in the aspirations teachers have for themselves and their students. For example, a high sense of efficacy is considered influential in teachers’ level of enthusiasm for teaching (Allinder, 1994; Guskey, 1984), commitment to teaching (Coladarci, 1992), with highly efficacious teachers tending to exercise higher levels of planning and organization (Allinder, 1994). As well as being willing to persist in dealing with problems and being more resilient in the face of setbacks (Ashton & Webb, 1986), highly efficacious teachers are more open to new ideas and are willing to experiment with new methods (Guskey, 1988; Stein & Wang, 1988). Due to such important roles, and on the other hand its "elusive" measurement (Tschannen-Moran & Woolfolk Hoy, 2002), varying cross-cultural contexts of research are of great importance.
PhD research into teachers' professional learning, participation aspirations, and career satisfaction