UPSI Digital Repository (UDRep)
Start | FAQ | About

QR Code Link :

Type :article
Subject :L Education
Main Author :Ramlee bin Ismail
Additional Authors :Jarrod Sio Jyh Lih
Title :Binary logistic regression analysis of teacher self-efficacy factors influencing literacy and numeracy
Place of Production :Tanjong Malim
Publisher :Fakulti Pengurusan dan Ekonomi
Year of Publication :2019
Corporate Name :Universiti Pendidikan Sultan Idris

Full Text : Universiti Pendidikan Sultan Idris
This paper discusses the teacher efficacy factors contributing to student achievement in literacy and numeracy in 105 primary schools within Sibu division, Sarawak, Malaysia. The study observed high levels of practice for teacher efficacy. The t-test and one-way analysis of variance (ANOVA) were used to analyze the differences between gender, teaching experience and academic qualification. The study reported significant differences in respondent perceptions based on teaching experience. Here, the post hoc Tukey test revealed that efficaciousness grows with years of teaching experience. A correlation test observed a significant relationship between the independent variable with student achievement in literacy. Binary logistic regression was applied to predict the influence of teacher efficacy on literacy and numeracy. The findings revealed that a dimension of teacher self-efficacy – efficacy in student engagement - emerged as the best predictor for student achievement for English literacy (LBI). The result indicated that for every 1-point increase in the self-reported efficacy for student engagement, the school was .014 times less likely to achieve 100% literacy rate for LBI. In conclusion, the teacher’s self-efficacy in student engagement had a negative influence on the mastery of basic literacy for the English language, hence necessitating a closer inspection of the variable within the context of LINUS2.0. However, more comprehensive studies are needed to ascertain its consistency as well as investigating positive predictors for literacy.   

References

1. Allinder, R. M. (1995). An Examination of the Relationship between Teacher Efficacy and Curriculum-Based Measurement and Student Achievement. Remedial and Special Education, 16(4), 247-254. https://doi.org/10.1177/074193259501600408

2. Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.

3. Aziah Ismail, Loh Hooi Yen & Abdul Ghani Kanesan Abdullah. (2015). Professional Learning Community and Self Efficacy of teachers in Penang Secondary Schools. Journal of Educational Leadership, 2(1). Universiti Kebangsaan Malaysia.

4. Beauchamp, L., Klassen, R., Parsons, J., Durksen, T., & Taylor, L. (2014). Exploring the development of teacher efficacy through professional learning experiences. Report prepared for the Alberta Teachers’ Association: NW.

5. Bokhari, R., Md Rashid, S., & Chan, S. H. (2016). Teachers’ Perception on the Implementation of the Literacy, Numeracy and Screening (LINUS LBI 2.0) Programme among Lower Primary ESL Pupils. Malaysian Journal of ELT Research, 11(11), 108-121.

6. Calik, T., Sezgin, F., Kavgaci, H., & Kilinc, A. C. (2012). Examination of relationsips between instructional leadership of school principals and self-efficacy of teachers and collective teacher efficacy. Educational Sciences: Theory & Practice, 12(4), 2498-2504.

7. Carmichael, C., MacDonald, A., & McFarland-Piazza, L. (2014). Predictors of numeracy performance in national testing programs: insights from the longitudinal study of Australian children. British Educational Research Journal, 40(4), 637-659. https://doi.org/10.1002/berj.3104

8. Christenson, S. L., Reschly, A. L., & Wylie, C. A. (2012). The Handbook of Research on Student Engagement. New York, NY.: Springer Science. https://doi.org/10.1007/978-1-4614-2018-7

9. Creswell, J. W. (2012). Educational Research, Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston, MA: Pearson.

10. Daraganova, G., & Sipthorp, M. (2011). The Longitudinal Study of Australian Children: Wave 4 weights (LSAC Technical Paper No. 9). Melbourne: Australian Institute of Family Studies.

11. Demir, K. (2008). Transformational leadership and collective efficacy: the moderating roles of collaborative culture and teacher’ self-efficacy. Egitim Arastirmalari-Eurasian Journal of Educational Research, 33, 93-112.

12. Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated Instruction, Professional Development, and Teacher Efficacy. Journal for the Education of the Gifted, 37(2), 111-127. https://doi.org/10.1177/0162353214529042

13. Duyar, I., Gumus, S., & Bellibas, M. S. (2013). Multilevel analysis of teacher work attitudes: the influence of principal leadership and teacher collaboration. International Journal of Educational Management, 27(7), 700-719. https://doi.org/10.1108/IJEM-09-2012-0107

14. Ebmeir, H. (2003). How supervision influences teacher efficacy and commitment: an investigation of a path model. Journal of Curriculum and Supervision, 18(2), 110-141.

15. Fives, H., & Buehl, M. M. (2010). Examining the Factor Structure of the Teachers’ Sense of Efficacy Scale. The Journal of Experimental Education, 78, 118-134. https://doi.org/10.1080/00220970903224461

16. Goddard, R. G., Hoy, W. K., & Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37, 479-508. https://doi.org/10.3102/00028312037002479

17. Goddard, R., Goddard, Y., Eun, S. K., & Miller, R. (2015). A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration and collective efficacy beliefs in support of student learning. American Journal of Education, 121(4), 501-530. https://doi.org/10.1086/681925

18. Hadzir, N., Alias, A. M., Kamaruzaman, A. L., & Mohd Yusof, H. M. (2016). Teachers’ perception on literacy, numeracy and screening (LINUS2.0) assessment features based on year 1 students’ performance. Research Journal of English Language and Literature (RJELAL), 4(1), 2321-3108.

19. Holzberger, D., Philipp, A., & Kunter, M. (2014). Predicting teachers' instructional behaviors: the interplay between self-efficacy and intrinsic needs. Contemporary Educational Psychology, 39(2), 100-111. https://doi.org/10.1016/j.cedpsych.2014.02.001

20. Khalid Johari. (2009). Perkembangan Efikasi Guru Sekolah Menengah Di Sabah. Jurnal Kemanusiaan, 20, 34-45.

21. Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: a metaanalysis. Educational Research Review, 12, 59-76. https://doi.org/10.1016/j.edurev.2014.06.001

22. Kleinsasser, R. C. (2014). Teacher efficacy in teaching and teacher education. Teaching and Teacher Education, 44, 168-179. https://doi.org/10.1016/j.tate.2014.07.007.

23. Krejcie, R. V., & Morgan, D. W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30, 607-610. https://doi.org/10.1177/001316447003000308

24. Labone, E. (2004). Teacher efficacy: maturing the construct through research in alternative paradigms. Teaching and Teacher Education, 20, 341-359. https://doi.org/10.1016/j.tate.2004.02.013

25. Lane, J., & Murray S. (2015). Smarten up: It’s time to build essential skills. Report prepared for the Canada West Foundation.

26. Lee, J. S. (2014). The relationship between student engagement and academic performance: is it a myth or reality? The Journal of Educational Research, 107, 177-185. https://doi.org/10.1080/00220671.2013.807491

27. Lumpe, A., Czerniak, C., Haney, J., & Beltyukova, S. (2012). Beliefs about teaching science: The relationship between elementary teachers’ participation in professional development and student achievement. International Journal of Science Education, 34(2), 153-166. https://doi.org/10.1080/09500693.2010.551222

28. Ministry of Education. (2012). Malaysian Education Blueprint 2013-2015.: A preliminary report. Retrieved 15 October 2016 from http://www.moe.gov.my/userfiles/file/PPP/Preliminary- Blueprint-BM.pdf

29. Moalosi, W. T. S. (2012). Teacher Efficacy: Is Student Engagement Essential in Botswana Junior Secondary Schools? International Journal of Scientific Research in Education, 5(3), 207-213.

30. Mohd Khairuddin Abdullah & Halimah Laji. (2015). A comparison of the teaching efficacy among primary one Malay language teachers. Malay Language Education Journal, 5(1), 10-17.

31. Morris, D. B., Usher, E. L., & Chen, J. A. (2016). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review, 29(4), 795-833. https://doi.org/10.1007/s10648-016-9378-y

32. Musliman, R., Ariffin, S. R., & Din, R. (2013). Assessing students’ spatial intelligence for literacy and numeracy skills. Procedia - Social and Behavioral Sciences, 90, 695-701. https://doi.org/10.1016/j.sbspro.2013.07.142

33. Nazariyah Sani. (2014). Narrowing the literacy gap of indigenous students: what are the challenges? Jurnal Personalia Pelajar, 17, 19-30.

34. Norton, S. J. (2017). Primary Mathematics Trainee Teacher Confidence and its Relationship to Mathematical Knowledge. Australian Journal of Teacher Education, 42(2), article 4. http://dx.doi.org/10.14221/ajte.2017v42n2.4

35. Ong, L. E., Roselan, F. I., Anwardee, N. H., & Mustapa, F. H. M. (2015). Suitability of the literacy and numeracy screening (LINUS) 2.0 programme in assessing children’s early literacy. The Malaysian Online Journal of Educational Science, 3(2), 36-44.

36. Purpura, D. J., Hume, L. E., & Sims, D. M. (2011). Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development. Journal of Experimental Child Psychology, 110, 647-658. https://doi.org/10.1016/j.jecp.2011.07.004

37. Rahmah Murshidi , Mohd Majid Konting, Habibah Elias & Foo Say Fooi. (2006). Sense of Efficacy Among Beginning Teachers in Sarawak. Teaching Education, 17(3), 265-275. https://doi.org/10.1080/10476210600849730

38. Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105, 579-595. http://dx.doi.org/10 .1037/a0032690

39. Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700-712. http://dx.doi.org/10.1037/a0027268

40. Rodriguez, S., Regueiro, B., Blas, R., Valle, A., Pineiro, I., & Cerezo, R. (2014). Teacher self- efficacy and its relationship with students’ affective and motivational variables in higher education. European Journal of Education and Psychology, 7(2), 107-120. https://doi.org/10.30552/ejep.v7i2.106

41. Ross, J. A. (1992). Teacher Efficacy and the Effects of Coaching on Student Achievement. Canadian Journal of Education / Revue canadienne de l'éducation, 17(1), 51-65. https://doi.org/10.2307/1495395

42. Ross, J. A. (1998). The antecedents and consequences of teacher efficacy. In J.Brophy (Ed.), Advances in research on teaching, Volume 7: Expectations in the classroom (pp. 49-74). Greenwich, CT: JAI Press, Inc.

43. Ross, J. A., & Cousins, J. B. (1994). Intentions to seek and give help and behaviour in cooperative learning groups. Contemporary Educational Psychology, 19, 476-482. https://doi.org/10.1006/ceps.1994.1034

44. Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In S. L. Christenson, A. L. Reschly & C. Wylie (Eds.), Handbook of research on student engagement (pp. 21-45). New York, NY: Springer Science. https://doi.org/10.1007/978-1-4614-2018-7_2 

45. Skinner, E. A., Pitzer, J. R., & Steele, J. S. (2016). Can student engagement serve as a motivational resource for academic coping, persistence, and learning during late elementary and early middle school? Developmental Psychology, 52(12), 2099-2117. http://dx.doi.org/10.1037/dev0000232

46. Snowling, M. J., Hulme, C., Bailey, A. M., Stothard, S. E., & Lindsay, G. (2014). Better communication research programme: Langugae and literacy attainment of pupils during early years and through KS2: does teacher assessment at five provide a valid measure of children’s current and future educational attainments? Report prepared for City of York Local Authority, Centre for Reading and Language, University of York.

47. Soodak, L. C., & Podell, D. M. (1996). Teacher efficacy: Toward the understanding of a multi-faceted construct. Teaching and Teacher Education, 12(4), 401-411. https://doi.org/10.1016/0742-051X(95)00047-N

48. Teh Pei Ling, Zaidatol Akmaliah Lope Pihie, Soaib Asimirin & Foo Say Fooi. (2015). The validity and reliability of teacher efficacy revisited in Malaysia secondary schools. Journal of Studies in Education, 5(1), 27-35. https://doi.org/10.5296/jse.v5i1.6802

49. Teng, L. K. (2006). The influence of selected factors towards teacher self efficacy. In Sarawak secondary schools. Unpublished doctoral thesis. Fakulti Pendidikan. Universiti Putra Malaysia, Malaysia.

50. Tracz, S. M., & Gibson, S. (1986). Effects of efficacy on academic achievement. Paper presented at the meeting of the California Educational Research Association, Marinadel Rey, CA.

51. Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248. https://doi.org/10.3102/00346543068002202

52. Tubah, H., & Hamid, Z. (2011). The Influence of Demography on Reading and Comprehension Skills of LINUS Pupils. Malay Journal, 6, 29-47.

53. Upadyaya, K., & Salmela-Aro, K. (2013). Development of school engagement in association with academic success and well-being in varying social contexts. European Psychologist, 18, 136-147. http://dx.doi.org/10.1027/1016-9040/a000143

54. Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23. https://doi.org/10.1016/j.learninstruc.2013.04.002

55. Weiss, C. C., & Garcia, E. (2014). Student engagement and academic performance in Mexico: Evidence and puzzles from PISA. Comparative education review, 59(2), 305-331. https://doi.org/10.1086/680170

56. Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18, 5-22. https://doi.org/10.1016/S0742-051X(01)00047-6

57. Wyatt, M. (2014). Towards a re-conceptualization of teachers’ self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on. International Journal of Research and Method in Education, 37(2), 166-189. https://doi.org/10.1080/1743727X.2012.742050

58. Zee, M., & Kooman, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustments, and teacher well-being: a synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015. https://doi.org/10.3102/0034654315626801

59. Zepeda, S. J. (2017). Instructional supervision: Applying tools and concepts. Routledge: New York.

60. Zubrick S. R., Taylor C. L, & Christensen, D. (2015). Patterns and Predictors of Language and Literacy Abilities 4-10 Years in the Longitudinal Study of Australian Children. PLoS ONE, 10(9), e0135612. https://doi.org/10.1371/journal.pone.0135612 

 


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries, kindly contact us at pustakasys@upsi.edu.my or 016-3630263. Office hours only.