Teacher Self-Efficacy, Innovativeness, and Preparation to Teach Cross-Curriculum Skills

Year 2023, Volume: 10 Issue: 1, 197 - 209, 31.03.2023

Celeste Sodergren , Todd Kettler , Tracey Sulak , Anna Payne

https://doi.org/10.33200/ijcer.1104747

Abstract

Teacher self-efficacy (TSE) is related to teachers’ job satisfaction, retention, motivation to improve, and work-related stress. Using data from the 2018 Teaching and Learning International Survey (TALIS), we investigated the impact of innovative campus culture and preparation for teaching cross-curriculum skills on TSE. Data indicated that working at innovative campuses had small effects on TSE in classroom management (β = .12), instruction (β = .06), and student engagement (β = .17). Teachers’ preparation to teach cross-curriculum skills had small to medium effects on TSE in classroom management (β = .20), instruction (β = .34), and student engagement (β = .30).

Keywords

Teacher self-efficacy, Cross-curriculum, Innovative school, Innovative campus, Teacher preparation, Educational psychology

Supporting Institution

Baylor University

Thanks

The authors wish to thank Baylor University alumni for their generous support and commitment to excellence that has led to the development of the department of Educational Psychology, and many other research communities.

References

• Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85(2), 275-314. https://doi.org/10.3102/0034654314551063
• Aldossari, A.T. (2021). Teaching practices of secondary school teachers and ways of developing them in light of 21st century skills: A mixed-methods study. Journal of Entrepreneurship Education, 24(4), 1-17.
• Aldridge, J. M., & Fraser, B. J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19, 291-307. https://doi.org/10.1007/s10984-015-9198-x.
• Avanzi, L., Miglioretti, M., Velasco, V., Balducci, C., Vecchio, L., Fraccaroli, F., & Skaalvik, E. (2013). Cross-validation of the Norwegian Teacher’s Self-Efficacy Scale (NTSES). Teaching and Teacher Education, 31, 69–78. https://doi.org/10.1016/j.tate.2013.01.002.
• Bandura, A. (1982). Self-efficacy mechanism in human agency. The American Psychologist, 37(2), 122–147. https://doi.org/10.1037/0003-066X.37.2.122.
• Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9-44. https://doi.org/10.1177/0149206311410606.
• Bandura, A. (2000). Exercise of Human Agency through Collective Efficacy. Current Directions in Psychological Science : A Journal of the American Psychological Society, 9(3), 75–78. https://doi.org/10.1111/1467-8721.00064.
• Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239–253. https://doi.org/10.1016/s0742-051x(99)00057-8.
• Buonomo, I., Fiorilli, C., & Benevene, P. (2019). The impact of emotions and hedonic balance on teachers' self-efficacy: Testing the bouncing back effect of positive emotions. Frontiers in psychology, 10, 1670-1670. http://doi.org/10.3389/fpsyg.2019.01670.
• Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J. & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity. European Journal of Psychological Education, 27, 115-132. https://doi.org/10.1007/s10212-011-0069-2.
• Capone, V., & Petrillo, G. (2020). Mental health in teachers: Relationships with job satisfaction, efficacy beliefs, burnout and depression. Current Psychology, 39, 1757-1766. https://doi.org/10.1007/s12144-018-9878-7.
• 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, 473-490.
• Chang, C., Chuang, H., & Bennington, L. (2011). Organizational climate for innovation and creative teaching in urban and rural schools. Quality & Quantity, 45(4), 935–951. https://doi.org/10.1007/s11135-010-9405-x.
• Collie, R., Shapka, J., & Perry, N. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204. https://doi.org/10.1037/a0029356.
• Dampérat, M., Jeannot, F., Jongmans, E., Jolibert, A. (2016). Team creativity: Creative self-efficacy, creative collective efficacy and their determinants. Recherche et Applications en Marketing (English Ed.), 31(3), 6-25. https://doi.org/10.1177/2051570716650164.
• De Neve, D., & Devos, G. (2017). Psychological states and working conditions buffer beginning teachers’ intention to leave the job. European Journal of Teacher Education, 40(1), 6–27. https://doi.org/10.1080/02619768.2016.1246530. Dewett, T., & Gruys, M. (2007). Advancing the case for creativity through graduate business education. Thinking Skills and Creativity, 2(2), 85–95. https://doi.org/10.1016/j.tsc.2007.04.001.
• Egido Gálvez, I., López-Martín, E., Manso Ayuso, J., & Valle López, J. M. (2018). Determining factors of teachers’ self-efficacy in countries of the European Union. Results from TALIS 2013. Educación XX1, 21(2), 225-248. http://doi.org/10.5944/educxx1.15875.
• Erstad, O., Eickelmann, B., & Eichhorn, K. (2015). Preparing teachers for schooling in the digital age: A meta-perspective on existing strategies and future challenges. Education and Information Technologies, 20(4), 641–654. https://doi.org/10.1007/s10639-015-9431-3.
• Fackler, S., & Malmberg, L. (2016) Teachers’ self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects. Teaching and Teacher Education, 56, 185-195. www.Elsevier.com/locate/tate.
• Friedman, I. A. (2003). Self-efficacy and burnout in teaching: The importance of interpersonal-relations efficacy. Social Psychology of Education, 6, 191-215. https://doi.org/10.1023/A:1024723124467.
• Friedman, I. A., & Kass, E. (2002). Teacher self-efficacy: A classroom-organization conceptualization. Teaching and Teacher Education, 18(6), 675–686. https://doi.org/10.1016/S0742-051X(02)00027-6. Geisinger, K. F. (2016) 21st century skills: What are they and how do we assess them? Applied Measurement in Education, 29(4), 245-249. https://dx.doi.org/10.1080/08957347.2016.1209207.
• George, S. V., Richardson, P. W., & Watt, H. M. G. (2018). Early career teachers' self-efficacy: A longitudinal study from Australia. The Australian journal of education, 62(2), 217-233. http://doi.org/10.1177/0004944118779601.
• Leslie W. Grant. (2006). Persistence and Self-Efficacy: A Key to Understanding Teacher Turnover. The Delta Kappa Gamma Bulletin, 72(2), 50–54.
• Grosser, T. J., Labianca, G., Venkataramani, V. (2017). An alter-centric perspective on employee innovation: The importance of alters’ creative self-efficacy and network structure. Journal of Applied Psychology, 102(9), 1360-1374. https://doi.org/10.1037/ap10000220.
• Hocenski, M., Sedlan-König, L., & Turjak, S. (2019). Entrepreneurial education - exploring teachers’ creativity in 11 countries. Ekonomski Vjesnik/Econviews: Review of Contemporary Business, Entrepreneurship and Economic Issues, 32(1), 23–35. UDK: 37:658.114.1.
• Hsu, M., Hou, S., & Fan, H. (2011). Creative self-efficacy and innovative behavior in a service setting: Optimism as a moderator. Journal of Creative Behavior, 45(4), 258–272. https://doi.org/10.1002/j.2162-6057.2011.tb01430.x.
• Hu, L.T. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118.
• Karakoyun, F., & Lindberg, O. J. (2020). Preservice Teachers’ Views about the Twenty-First Century Skills: A Qualitative Survey Study in Turkey and Sweden. Education and Information Technologies, 25(4), 2353–2369. https://doi.org/10.1007/s10639-020-10148-w.
• Karatas, K., & Arpaci, I. (2021). The Role of Self-directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning. Contemporary Educational Technology, 13(3), ep300–. https://doi.org/10.30935/cedtech/10786.
• Kasalak, G. & Dağyar, M. (2020). The relationship between teacher self-efficacy and teacher job satisfaction: A meta-analysis of the Teaching and Learning International Survey (TALIS). Educational Sciences: Theory & Practice, 20(3), 16-33. http://doi.org/10.12738/jestp.2020.3.002.
• Kenny, D. A. & McCoach, D. B. (2003). Effect of the number of variables on measures of fit in structural equation modeling. Structural Equation Modelling, 10(3), 333-351.
• Klaeijsen, A., Vermeulen, M. & Martens, R. (2018). Teachers’ innovative behavior: The importance of basic psychological need satisfaction, intrinsic motivation, and occupational self-efficacy. Scandinavian Journal of Educational Research, 62(5), 769-782. https://doi.org/10.1080/00313831.2017.1306803.
• Klassen, R., & Chiu, M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. https://doi.org/10.1037/a0019237.
• Klassen, R., Wilson, E., Siu, A., Hannok, W., Wong, M., Wongsri, N., Sonthisap, P., Pibulchol, C., Buranachaitavee, Y., & Jansem, A. (2012). Preservice teachers’ work stress, self-efficacy, and occupational commitment in four countries. European Journal of Psychology of Education, 28(4), 1289–1309. https://doi.org/10.1007/s10212-012-0166-x.
• Krammer, M., Gastager, A., Paleczek, L., Gasteiger-Klicpera, B., & Rossman, P. (2018). Collective self-efficacy expectations in co-teaching teams – what are the influencing factors? Educational Studies, 44(1), 99-114. https://doi.org/10.1080/03055698.2017.1347489.
• Marjolein, Z., & Helma, M. Y. K. (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. http://doi.org/10.3102/0034654315626801.
• Mueller, J., Wood, E., Willoughby, T., Ross, C., Specht, J. (2008). Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. Computers & Education, 51, 1523-1537. https://doi.org/10.1016/j.compedu.2008.02.003.
• Author [details removed for peer review] (2016).
• Mushynska, N., & Kniazian, M. (2019). Social innovations in the professional training of managers under the conditions of knowledge economy development. Baltic Journal of Economic Studies, 5(2), 137–143. https://doi.org/10.30525/2256-0742/2019-5-2-137-143.
• Muthén, L.K. and Muthén, B.O. (2017). Mplus User’s Guide. Eighth Edition. Los Angeles, CA: Muthén & Muthén.
• Ng, T. W. H., & Lucianetti, L. (2016). Within-individual increases in innovative behavior and creative, persuasion, and change self-efficacy over time: A social–cognitive theory perspective. Journal of Applied Psychology, 101(1), 14–34. https://doi.org/10.1037/apl0000029.
• Organisation for Economic Co-Operation and Development (OECD). (2019). TALIS 2018 technical report. https://www.oecd.org/education/talis/TALIS_2018_Technical_Report.pdf.
• OECD.org. (2020). TALIS 2018 Data. OECD Teaching and Learning International Survey. Retrieved March 20, from http://www.oecd.org/education/talis/talis-2018-data.htm.
• Park, N. K., Jang, W., Thomas, E. L., & Smith, J. (2021). How to Organize Creative and Innovative Teams: Creative Self-Efficacy and Innovative Team Performance. Creativity Research Journal, 33(2), 168–179. https://doi.org/10.1080/10400419.2020.1842010.
• Parry, L. (2018). The case for teacher-led innovation. Childhood Education, 94(2), 4–9. https://doi.org/10.1080/00094056.2018.1451683.
• Pugh, K., & Zhao, Y. (2003). Stories of teacher alienation: a look at the unintended consequences of efforts to empower teachers. Teaching and Teacher Education, 19(2), 187–201. https://doi.org/10.1016/S0742-051X(02)00103-8.
• Saricam, H. and Sakiz, H. (2014). Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey. Educational Studies, 40(4), 423-437. https://doi.org/10.1080/03055698.2014.930340.
• Scherer, R., Jansen, M., Nilsen, T., Areepattamannil, S., & Marsh, H. W. (2016). The quest for comparability: Studying the invariance of the Teachers' Sense of Self-Efficacy (TSES) measure across countries. PloS one, 11(3), e0150829-e0150829. http://doi:10.1371/journal.pone.0150829.
• Schroeder, N., Adesope, O., & Gilbert, R. (2013). How effective are pedagogical agents for learning? a meta-analytic review. Journal of Educational Computing Research, 49(1), 1–39. https://doi.org/10.2190/ec.49.1.a.
• Schumacker, R.E. & Lomax, R.G. (2004). A beginner’s guide to structural equation modeling (2nd ed.) Lawrence Erlbaum Associates.
• Skaalvik, E., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611–625. https://doi.org/10.1037/0022-0663.99.3.611.
• Skaalvik, E., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059–1069. https://doi.org/10.1016/j.tate.2009.11.001.
• Skaalvik, E., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038. https://doi.org/10.1016/j.tate.2011.04.001.
• Skaalvik, E., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68–77. https://doi.org/10.2466/14.02.pr0.114k14w0.
• Somech, A., & Drach-Zahavy, A. (2013). Translating team creativity to innovation implementation: The role of team composition and climate for innovation. Journal of Management, 39(3), 684-708. https://doi.org/10.1177/0149206310394187.
• Teo, T., Unwin, S., Scherer, R., & Gardiner, V. (2021). Initial teacher training for twenty-first century skills in the Fourth Industrial Revolution (IR 4.0): A scoping review. Computers and Education, 170, 104223–. https://doi.org/10.1016/j.compedu.2021.104223.
• Thurlings, M., Evers, A., Vermeulen, M. (2015). Toward a model of explaining teachers’ innovative behavior: A literature review. Review of Educational Research, 85(3), 430-471. https://doi.org/10.3102/003465314557949.
• Tierney, P., & Farmer, S. M. (2011). Creative self-efficacy development and creative performance over time. Journal of Applied Psychology, 96(2), 277–293. https://doi.org/10.1037/a0020952.
• Viel-Ruma, K., Houchins, D., Jolivette, K., & Benson, G. (2010). Efficacy beliefs of special educators: The relationships among collective efficacy and job satisfaction. Teacher Education and Special Education, 33(3), 225-233. https://doi.org/10.1177/0888406409360129.
• Vieluf, S., Kunter, M., van de Vijver, F. J. R. (2013). Tacher self-efficacy in cross-national perspective. Teaching and Teacher Education, 35, 92-103. www.elsevier.com/locate/tate.
• Yoo, J. H. (2016). The effect of professional development on teacher efficacy and teachers’ self-analysis of their efficacy change. Journal of Teacher Education for Sustainability, 18(1), 84-94. https://doi.org/10.1515/jtes-2016-0007.
• Zaccaro, S. J., Blair, V., Peterson, C., & Zazanis, M. (1995). Collective Efficacy. In J. E. Maddux (Ed.), Self-Efficacy, Adaptation, and Adjustment: Theory, Research, and Application (pp. 305-328). Springer US. https://doi.org/10.1007/978-1-4419-6868-5_11.
• Zheng, B., Warschauer, M., Lin, C.-H., & Chang, C. (2016). Learning in One-to-One Laptop Environments: A Meta-Analysis and Research Synthesis. Review of Educational Research, 86(4), 1052–1084. https://doi.org/10.3102/0034654316628645