Overcoming Self-Efficacy Challenges in Teachers and Prospective Teachers: Key Factors and Solutions
DOI:
https://doi.org/10.23887/ijerr.v7i2.77806Keywords:
Self-Efficacy, prospective teacher, Challenges, solutions, TeacherAbstract
Self-efficacy relates to teachers' belief in their ability to carry out successful instruction and influences teachers to carry out their roles in learning. This literature review aims to explore the factors that influence teachers' and prospective teachers' self-efficacy, explore the challenges faced, and present solutions that may assist in enhancing self-efficacy. The method used is a literature review which includes planning, conducting, and reporting stages. 31 articles were used in this literature review obtained by searching and collecting in Scopus, Google Scholar, and ERIC databases, and through screening and selection based on inclusion criteria. Based on the results of the literature review, the factors that influence and pose challenges to the self-efficacy of teachers and prospective teachers are factors of practice and mastery of competencies, factors of differences in environment, culture, and student needs, factors of school organizational conditions and learning environments, and factors of pressure experienced by teachers and prospective teachers. The solutions to the self-efficacy challenges found include the implementation of education, training, and development programs, a good and collaborative school organization and environment, induction and mentoring programs, and attention to teacher welfare, counseling, and stress management. Collaboration between the government, educational institutions, schools, and communities is needed to develop the self-efficacy of teachers and prospective teachers and enhance the quality of education through supportive policies, a comprehensive curriculum, and a conducive learning environment.
References
Aghaei, P., Bavali, M., & Behjat, F. (2022). An in-depth qualitative study of teachers’ role identities: A case of Iranian EFL teachers. International Journal of Instruction, 13(2). https://doi.org/10.29333/iji.2020.13241a.
Baek, C., Aguilar, S. J., & Warschauer, M. (2024). Exploring teachers’ self-efficacy and willingness to provide accommodations in teaching students with autism: An intervention study. Teaching and Teacher Education, 140(2024), 104488. https://doi.org/10.1016/j.tate.2024.104488.
Bailey, S., Newton, N. C., Perry, Y., Lin, A., Grummitt, L., & Barrett, E. L. (2024). Mental ill-health and substance use among sexuality diverse adolescents: The critical role of school climate and teacher self-efficacy. Australian & New Zealand Journal of Psychiatry, 58(2), 162–174. https://doi.org/10.1177/00048674231202427.
Baran, E., Correia, A. P., & Thompson, A. (2011). Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. Distance Education, 32(3), 421–439. https://doi.org/10.1080/01587919.2011.610293.
Bellibas, M. S., & Liu, Y. (2017). Multilevel analysis of the relationship between principals’ perceived practices of instructional leadership and teachers’ self-efficacy perceptions. Journal of Educational Administration, 55(1), 49–69. https://doi.org/10.1108/JEA-12-2015-0116.
Berg, D. A. G., & Smith, L. F. (2018). The effect of school-based experience on preservice teachers’ self-efficacy beliefs. Issues in Educational Research, 28(3), 530–544. http://www.iier.org.au/iier28/berg.pdf.
Bonneville-Roussy, A., Bouffard, T., Palikara, O., & Vezeau, C. (2019). The role of cultural values in teacher and student self-efficacy: Evidence from 16 nations. Contemporary Educational Psychology, 59(2019), 101798. https://doi.org/10.1016/j.cedpsych.2019.101798.
Bürgermeister, A., Glogger-Frey, I., & Saalbach, H. (2021). Supporting peer feedback on learning strategies: Effects on self-efficacy and feedback quality. Psychology Learning & Teaching, 20(3), 383–404. https://doi.org/10.1177/14757257211016604.
Cate, I. M. P., Markova, M., Krischler, M., & Krolak-Schwerdt, S. (2018). Promoting inclusive education: The role of teachers’ competence and attitudes. Insights into Learning Abilities, 15(1), 49–63. http://files.eric.ed.gov/fulltext/EJ1182863.pdf.
Chan, S., Maneewan, S., & Koul, R. (2023). An examination of the relationship between the perceived instructional behaviours of teacher educators and pre-service teachers’ learning motivation and teaching self-efficacy. Educational Review, 75(2), 67–94. https://doi.org/10.1080/02619768.2021.1892639.
Choi, S., & Lee, S. W. (2020). Enhancing Teacher Self-Efficacy in Multicultural Classrooms and School Climate: The Role of Professional Development in Multicultural Education in the United States and South Korea. AERA Open, 6(4), 233285842097357. https://doi.org/10.1177/2332858420973574.
Choi, S., & Mao, X. (2021). Teacher autonomy for improving teacher self-efficacy in multicultural classrooms: A cross-national study of professional development in multicultural education. International Journal of Educational Research, 105, 101711. https://doi.org/10.1016/j.ijer.2020.101711.
Clark, S., & Newberry, M. (2019). Are we building preservice Teacher self-efficacy? A large-scale study examining Teacher education experiences. Asia-Pacific Journal of Teacher Education, 47(1), 32–47. https://doi.org/10.1080/1359866X.2018.1497772.
Cole, J., & Feng, J. (2015). Effective strategies for improving writing skills of elementary English language learners. Chinese American Educational Research and Development Association Annual Conference, 1–25. https://eric.ed.gov/?id=ED556123.
Cookson, M. D., & Stirk, P. M. R. (2019). Developing Students’ Writing Skill in English - A Process Approach. Journal for Research Scholars and Professionals of English Language Teaching, 2(6). https://www.researchgate.net/profile/V-Chandra-Rao/publication/325489625_Developing_Students’_Writing_Skills_in_English-A_Process_Approach/links/5b113854a6fdcc4611da2674/Developing-Students-Writing-Skills-in-English-A-Process-Approach.pdf.
Daumiller, M., Janke, S., Hein, J., Rinas, R., Dickhäuser, O., & Dresel, M. (2021). Do teachers’ achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences. Learning and Instruction, 76, 101458. https://doi.org/10.1016/j.learninstruc.2021.101458.
Ekici, D. I. (2018). Development of pre-service teachers’ teaching self-efficacy beliefs through an online community of practice. Asia Pacific Education Review, 19(1), 27–40. https://doi.org/10.1007/s12564-017-9511-8.
Fauth, B., Decristan, J., Decker, A.-T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education. Teaching and Teacher Education, 89(2019), 102882. https://doi.org/10.1016/j.tate.2019.10288.
Gold, B., Thomm, E., & Bauer, J. (2024). Using the theory of planned behaviour to predict pre-service teachers’ preferences for scientific sources. British Journal of Educational Psychology, 94, 216–230. https://doi.org/10.1111/bjep.12643.
Gülsün, İ., Malinen, O.-P., Yada, A., & Savolainen, H. (2023). Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour. Teaching and Teacher Education, 132, 104228. https://doi.org/10.1016/j.tate.2023.104228.
Hammack, R., Yeter, I., Pavlovich, C., & Boz, T. (2024). Pre-service elementary teachers’ science and engineering teaching self-efficacy and outcome expectancy: Exploring the impacts of efficacy source experiences through varying course modalities. International Journal of STEM Education, 11(1), 4. https://doi.org/10.1186/s40594-024-00464-9.
Hester, O. R., Bridges, S. A., & Rollins, L. H. (2020). Overworked and underappreciated’: Special education teachers describe stress and attrition. Teacher Development, 24(3), 348–365. https://doi.org/10.1080/13664530.2020.1767189.
Hettinger, K., Lazarides, R., Rubach, C., & Schiefele, U. (2021). Teacher classroom management self-efficacy: Longitudinal relations to perceived teaching behaviors and student enjoyment. Teaching and Teacher Education, 103, 103349. https://doi.org/10.1016/j.tate.2021.103349.
Hismanoglu, M. (2012). Prospective EFL Teachers’ Perceptions of ICT Integration: A Study of Distance Higher Education in Turkey. Educational Technology & Society, 15(1), 185–196. https://www.jstor.org/stable/pdf/jeductechsoci.15.1.185.pdf.
Hismanoglu, M., & Hismanoglu, S. (2011). Attitudes of English Teacher Candidates Toward ICT. E-International Journal of Educational Research, 2(2), 17–29. https://doi.org/https://doi.org/10.1080/09588221.2012.654495.
Huang, L., Zhang, T., & Huang, Y. (2020). Effects of school organizational conditions on teacher professional learning in China: The mediating role of teacher self-efficacy. Studies in Educational Evaluation, 66(May), 1-9. https://doi.org/10.1016/j.stueduc.2020.100893.
Hußner, I., Lazarides, R., & Symes, W. (2024). The relation between self-efficacy and teaching behaviour: A video-based analysis of student teachers. Learning and Instruction, 91, 101880. https://doi.org/10.1016/j.learninstruc.2024.101880.
Jörg, V., Hartmann, U., Philipp, A., & Kunter, M. (2024). Teachers’ proactive behaviour: Interactions with job characteristics and professional competence in a longitudinal study. British Journal of Educational Psychology, 94(1), 198–215. https://doi.org/10.1111/bjep.12642.
Karaguven, M. H., & Yukseloglu, S. M. (2013). Vocational Self-efficacy and Academic Motivation Levels of Technical and Vocational Pre-service Teachers (Example of Marmara University). Procedia - Social and Behavioral Sciences, 106, 3366–3374. https://doi.org/10.1016/j.sbspro.2013.12.389.
Kelley, T. R., Knowles, J. G., Holland, J. D., & Han, J. (2020). Increasing high school teachers self-efficacy for integrated STEM instruction through a collaborative community of practice. International Journal of STEM Education, 7(1), 14. https://doi.org/10.1186/s40594-020-00211-w.
Kim, L. E., & Burić, I. (2020). Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model. Journal of Educational Psychology, 112(8), 1661–1676. https://doi.org/10.1037/edu0000424.
Kim, L. E., Jörg, V., & Klassen, R. M. (2019). A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educational Psychology Review, 31(1), 163–195. https://doi.org/10.1007/s10648-018-9458-2.
Lampropoulos, G., Siakas, K., & Anastasiadis, T. (2019). Internet of Things in the Context of Industry 4.0: An Overview. International Journal of Entrepreneurial Knowledge, 7(1), 4–19. https://doi.org/10.2478/ijek-2019-0001.
Leon, J., Medina-Garrido, E., & Núñez, J. L. (2017). Teaching quality in math class: the development of a scale and the analysis of its relationship with engagement and achievement. Frontiers in Psychology, 8(895). https://doi.org/10.3389/fpsyg.2017.00895.
Li, C. J., Monroe, M. C., Oxarart, A., & Ritchie, T. (2021). Building teachers’ self-efficacy in teaching about climate change through educative curriculum and professional development. Applied Environmental Education & Communication, 20(1), 34–48. https://doi.org/10.1080/1533015X.2019.1617806.
McKinnon, M., Moussa-Inaty, J., & Barza, L. (2014). Science teaching self-efficacy of culturally foreign teachers: A baseline study in Abu Dhabi. International Journal of Educational Research, 66, 78–89. https://doi.org/10.1016/j.ijer.2014.03.001.
Mérida-López, S., & Extremera, N. (2020). When pre-service teachers’ lack of occupational commitment is not enough to explain intention to quit: Emotional intelligence matters! Revista de Psicodidáctica (English Ed.), 25(1), 52–58. https://doi.org/10.1016/j.psicoe.2019.05.001.
Miranda, J., Navarrete, C., Noguez, J., Molina-Espinosa, J. M., Ramírez-Montoya, M. S., Navarro-Tuch, S. A., Bustamante-Bello, M. R., Rosas-Fernández, J. B., & Molina, A. (2021). The core components of education 4.0 in higher education: Three case studies in engineering education. Computers and Electrical Engineering, 93(February), 1-13. https://doi.org/10.1016/j.compeleceng.2021.107278.
Nadeem, T., Hamid, S., Bhamani, S. S., Pirani, S., Mughal, F. B., Shahid, A., & Asad, N. (2024). Testing an educational intervention to enhance resilience and self-efficacy among schoolteachers in Karachi Pakistan. BMC Research Notes, 17(1), 24. https://doi.org/10.1186/s13104-024-06683-1.
Nizham, H., Suhendra, S., & P., B. A. (2017). Improving ability mathematic literacy, self-efficacy and reducing mathematical anxiety with learning Treffinger model at senior high school students. International Journal of Science and Applied Science: Conference Series, 2(1), 130. https://doi.org/10.20961/ijsascs.v2i1.16696.
Prilop, C. N., Weber, K. E., Prins, F. J., & Kleinknecht, M. (2021). Connecting feedback to self-efficacy: Receiving and providing peer feedback in teacher education. Studies in Educational Evaluation, 70, 101062. https://doi.org/10.1016/j.stueduc.2021.101062.
Rahiem, M. D. H. (2020). Technological Barriers and Challenges in the Use of ICT during the COVID-19 Emergency Remote Learning. Universal Journal of Educational Research, 8(11B), 6124–6133. https://doi.org/10.13189/ujer.2020.082248.
Schwab, S. (2019). Teachers’ student-specific self-efficacy in relation to teacher and student variables. Educational Psychology, 39(1), 4–18. https://doi.org/10.1080/01443410.2018.1516861.
Sciuchetti, M. B., & Yssel, N. (2019). The development of preservice teachers’ self-efficacy for classroom and behavior management across multiple field experiences. Australian Journal of Teacher Education, 44(6). https://ro.ecu.edu.au/ajte/vol44/iss6/2.
Skaalvik, E. M., & Skaalvik, S. (2015). Job satisfaction, stress and coping strategies in the teaching profession-what do teachers say? International Education Studies, 8(3), 181–192. https://doi.org/10.5539/ies.v8n3p181.
Skaalvik, E. M., & Skaalvik, S. (2016). Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession. Creative Education, 7(13), 1785–1799. https://doi.org/10.4236/ce.2016.713182.
Teng, Y., Pu, R., & Hao, Y. (2015). How can an innovative teaching force be developed? The empowering role of distributed leadership. Thinking Skills and Creativity, 51, 101464. https://doi.org/10.1016/j.tsc.2024.101464.
Thijssen, M. W. P., Rege, M., & Solheim, O. J. (2022). Teacher relationship skills and student learning. Economics of Education Review, 89(May), 102251. https://doi.org/10.1016/j.econedurev.2022.102251.
Tickell, R. M., & Klassen, R. M. (2024). Developing the Teacher mentoring self-efficacy scale (TMSES) using the Delphi method and exploratory factor analysis. Teaching and Teacher Education, 139, 104452. https://doi.org/10.1016/j.tate.2023.104452.
Tseng, T. J., Guo, S. E., Hsieh, H. W., & Lo, K. W. (2022). The effect of a multidimensional teaching strategy on the self-efficacy and critical thinking dispositions of nursing students: A quasi-experimental study. Nurse Education Today, 119(August), 105531. https://doi.org/10.1016/j.nedt.2022.105531.
Tusianah, R., Sutarsyah, C., Sukirlan, M., Ridwan, R., Nurmalisa, Y., Isnainy, U. C. A. S., Maydiantoro, A., Zainaro, M. A., & Kesuma, T. A. R. P. (2021). An integrative review of self-efficacy: What factors enhance and impair it? In WSEAS TRANSACTIONS on BUSINESS and ECONOMICS (Vol. 18, pp. 1057–1072). https://doi.org/10.37394/23207.2021.18.100.
Vaportzis, E., Giatsi Clausen, M., & Gow, A. J. (2017). Older adults perceptions of technology and barriers to interacting with tablet computers: a focus group study. Frontiers in Psychology, 8, 1687. https://doi.org/10.3389/fpsyg.2017.01687.
Williams, M. K., Foulger, T. S., & Wetzel, K. (2009). Preparing Preservice Teachers for 21st Century Classrooms: Transforming Attitudes and Behaviors About Innovative Technology. Journal of Technology and Teacher Education, 17(3), 393–418. https://www.learntechlib.org/primary/p/28216/.
Yada, A., Björn, P. M., Savolainen, P., Kyttälä, M., Aro, M., & Savolainen, H. (2021). Pre-service teachers’ self-efficacy in implementing inclusive practices and resilience in Finland. Teaching and Teacher Education, 105, 103398. https://doi.org/10.1016/j.tate.2021.103398.
Yang, P.-L. (2018). E-Books to Enhance College Learners’ English Self-Efficacy. Education Quarterly Reviews, 1(1), 66–82. https://doi.org/10.31014/aior.1993.01.01.7.
Yang, X., & Du, J. (2024). The effect of teacher self-efficacy, online pedagogical and content knowledge, and emotion regulation on teacher digital burnout: A mediation model. BMC Psychology, 12(1), 51. https://doi.org/10.1186/s40359-024-01540-z.
Yerdelen, S., Osmanoglu, A., & Tas, Y. (2019). The influence of a teaching practice course with video-case enriched microteaching on prospective teachers’ self-efficacy for teaching. International Journal of Research in Education and Science, 5(2), 560–573. https://files.eric.ed.gov/fulltext/EJ1215583.pdf.
Yildirim, S. (2017). Approaches of Designers in the Developed Educational Purposes of Infographics ’ Design Processes. European Journal of Education Studies, 3(1), 248–284. https://doi.org/10.5281/zenodo.231283.
Yurekli, B., Bostan, M. I., & Çakıroğlu, E. (2020). Sources of preservice teachers’ self-efficacy in the context of a mathematics teaching methods course. Journal of Education for Teaching, 46(5), 631–645. https://doi.org/10.1080/02607476.2020.1777068.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Ayu Windy Malisa Menno, Yanni Irma Waty Simanjuntak, Desma Linda
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Indonesian Journal of Educational Research and Review (IJERR) agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
