大流行中的内在力量：教师的自我效能模式和个人成就感

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-01-12 DOI:10.1002/pits.23149

Cheyeon Ha, Tim Pressley

{"title":"大流行中的内在力量：教师的自我效能模式和个人成就感","authors":"Cheyeon Ha, Tim Pressley","doi":"10.1002/pits.23149","DOIUrl":null,"url":null,"abstract":"The present study explored the teachers' self-efficacy patterns and perceived personal accomplishment in the coronavirus disease 2019 pandemic teaching environment. The current sample included in-service teachers (<i>n</i> = 393) representing 36 states across the United States. We explored whether teacher efficacy variables (i.e., engagement efficacy, instruction efficacy, and classroom management) predict their perceived personal accomplishment. Also, based on the clustering analysis, we explored how teachers' different self-efficacy patterns related to their perceived personal accomplishment. The results indicate that teacher efficacy strongly predicted their personal accomplishment levels and show insightful implications on how to support teachers to recover well-being in a post-pandemic learning environment.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"97 1","pages":""},"PeriodicalIF":1.8000,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Inner strength amidst pandemic: Teachers' self-efficacy patterns and perceived personal accomplishments\",\"authors\":\"Cheyeon Ha, Tim Pressley\",\"doi\":\"10.1002/pits.23149\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The present study explored the teachers' self-efficacy patterns and perceived personal accomplishment in the coronavirus disease 2019 pandemic teaching environment. The current sample included in-service teachers (<i>n</i> = 393) representing 36 states across the United States. We explored whether teacher efficacy variables (i.e., engagement efficacy, instruction efficacy, and classroom management) predict their perceived personal accomplishment. Also, based on the clustering analysis, we explored how teachers' different self-efficacy patterns related to their perceived personal accomplishment. The results indicate that teacher efficacy strongly predicted their personal accomplishment levels and show insightful implications on how to support teachers to recover well-being in a post-pandemic learning environment.\",\"PeriodicalId\":48182,\"journal\":{\"name\":\"Psychology in the Schools\",\"volume\":\"97 1\",\"pages\":\"\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2024-01-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psychology in the Schools\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1002/pits.23149\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychology in the Schools","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1002/pits.23149","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}

引用次数: 0

摘要

本研究探讨了教师在 2019 年冠状病毒疾病大流行教学环境中的自我效能模式和个人成就感。本研究的样本包括代表美国 36 个州的在职教师（n = 393）。我们探讨了教师效能变量（即参与效能、教学效能和课堂管理）是否能预测教师的个人成就感。同时，基于聚类分析，我们探讨了教师不同的自我效能感模式与他们感知到的个人成就感之间的关系。研究结果表明，教师效能感对其个人成就感水平有很强的预测作用，并对如何支持教师在大流行病后的学习环境中恢复幸福感提出了深刻的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Inner strength amidst pandemic: Teachers' self-efficacy patterns and perceived personal accomplishments

The present study explored the teachers' self-efficacy patterns and perceived personal accomplishment in the coronavirus disease 2019 pandemic teaching environment. The current sample included in-service teachers (n = 393) representing 36 states across the United States. We explored whether teacher efficacy variables (i.e., engagement efficacy, instruction efficacy, and classroom management) predict their perceived personal accomplishment. Also, based on the clustering analysis, we explored how teachers' different self-efficacy patterns related to their perceived personal accomplishment. The results indicate that teacher efficacy strongly predicted their personal accomplishment levels and show insightful implications on how to support teachers to recover well-being in a post-pandemic learning environment.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.