FOLLOWERS RESPONSES ON THE INFLUENCE OF FEEDBACK CREDIBILITY AS A MODERATOR ON THE RELATIONSHIP BETWEEN CONSTRUCTIVE FEEDBACK AND SELF-EFFICACY OF TEACHING

Ying-Leh Ling
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Abstract

This study aimed to identify the effect of feedback on the credibility of the source towards constructive feedback and self-efficacy of teaching. Specifically, the objective of this study was to determine whether the credibility of the source of feedback be the moderator of the relationship between the constructive feedback and self-efficacy of teaching. In this study, a total of 411 lecturers from three premier polytechnics and two polytechnics which achieved excellent recognition through polyrate took part. Data for this study were collected through a questionnaire which was adapted from previous researchers’ questionnaire. Finding shows that higher academic qualification does have an effect on feedback credibility. Hypothesis testing is done by using multiple regression analysis and hierarchical multiple regression analysis. Findings have shown the constructive feedback and credibility of feedback have an influence on self-efficacy of teaching. In addition, the findings also indicate the credibility of the feedback was moderator of the relationship between the constructive feedback and self-efficacy of teaching. In terms of implications, middle leaders in educational organizations should enhance the skills, knowledge, and credibility in giving constructive feedback to shape and improve self-efficacy among his followers.
关注者对反馈可信度在建设性反馈与教学自我效能感关系中的调节作用的反应
本研究旨在探讨反馈对建设性反馈来源可信度和教学自我效能的影响。具体而言,本研究的目的是确定反馈来源的可信度是否成为建设性反馈与教学自我效能感之间关系的调节因子。在本次研究中,共有411名来自三所一流理工学院和两所通过polyrate获得优秀认可的理工学院的讲师参与了研究。本研究的数据是通过一份问卷收集的,该问卷改编自以前的研究人员的问卷。研究结果表明,较高的学历确实对反馈可信度有影响。假设检验采用多元回归分析和层次多元回归分析。研究结果表明,建设性反馈和反馈的可信度对教学自我效能感有影响。此外,研究结果还表明,反馈的可信度是建设性反馈与教学自我效能之间关系的调节因子。在启示方面,教育组织的中层领导应该提高技能、知识和可信度,给予建设性的反馈,以塑造和提高其追随者的自我效能感。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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