Current Psychology

, 27:192

Teacher Efficacy In the Context of Teaching Low Achieving Students

  • Lay See Yeo
  • Rebecca P. Ang
  • Wan Har Chong
  • Vivien S. Huan
  • Choon Lang Quek
Article

DOI: 10.1007/s12144-008-9034-x

Cite this article as:
Yeo, L.S., Ang, R.P., Chong, W.H. et al. Curr Psychol (2008) 27: 192. doi:10.1007/s12144-008-9034-x

Abstract

This paper focused on the efficacy of Singapore teachers who teach low achieving adolescent students. Three dimensions of self-reported teacher efficacy—instructional strategies, classroom management, and student engagement—were examined in relation to teacher attributes and the teacher–student relationship. Data were obtained from the Teacher Self-Efficacy Scale Tschannen-Moran and Woolfolk Hoy (Teaching and Teacher Education 17:783–805, 2001) and the Teacher–Student Relationship Scale Ang (The Journal of Experimental Education 74:55–73, 2005). Significant differences between novice teachers and experienced teachers emerged in teacher efficacy beliefs in relation to instructional strategies, classroom management, and student engagement. Conflict in teacher–student relationship was found to predict teacher efficacy for teachers of low achieving students. Implications for teachers’ professional development were discussed.

Keywords

Teacher efficacy Teacher–student relationship Low achieving students 

Copyright information

© Springer Science + Business Media, LLC 2008

Authors and Affiliations

  • Lay See Yeo
    • 1
  • Rebecca P. Ang
    • 2
  • Wan Har Chong
    • 1
  • Vivien S. Huan
    • 1
  • Choon Lang Quek
    • 3
  1. 1.Psychological Studies Academic Group, National Institute of EducationNanyang Technological UniversitySingaporeSingapore
  2. 2.Division of Psychology, School of Humanities and Social SciencesNanyang Technological UniversitySingaporeSingapore
  3. 3.Sciences and Technologies Academic Group, National Institute of EducationNanyang Technological UniversitySingaporeSingapore