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Unpacking high and low efficacy teachers’ task analysis and competence assessment in teaching low-achieving students in secondary schools

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Abstract

This study adopted a pragmatic qualitative research design to unpack high and low efficacy teachers’ task analysis and competence assessment in the context of teaching low-achieving students. Nine secondary school English and Science teachers were recruited and interviewed. Results of thematic analysis show that helping students perform well in exams was identified by both the high efficacy teachers (HETs) and the low efficacy teachers (LETs) as the sacred task, but the HETs perceived more contextual support from school culture, school leaderships and collegiality than the LETs did. Although the HETs showed more confidence than the LETs in instructional strategies, classroom management and student engagement, both the HETs and LETs experienced struggles when their personality traits and beliefs were in conflict with required strategies or imposed regulations. Despite the LETs having a lower level of perceived competence, their hunger for learning reveals that their sense of efficacy could be enhanced if provided with courses that focus on coaching and mentoring experiences.

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Author information

Authors and Affiliations

  1. Office of Education Research, National Institute of Education, 1 Nanyang Walk, Singapore, 637616, Singapore

    Li-Yi Wang, Li Jen-Yi, Liang-See Tan & Xue-Fang Lim

  2. Academy of Singapore Teachers, Ministry of Education, 2 Malan Road, Singapore, 109433, Singapore

    Irene Tan

  3. Humanities and Social Studies Education (HSSE), National Institute of Education, Singapore, Singapore

    Bing Sheng Wu

Authors
  1. Li-Yi Wang
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  2. Li Jen-Yi
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  3. Liang-See Tan
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  4. Irene Tan
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  5. Xue-Fang Lim
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  6. Bing Sheng Wu
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Corresponding author

Correspondence to Li Jen-Yi.

Appendix 1: Semi-structured interview questions

Appendix 1: Semi-structured interview questions

  1. 1.

    What are your major considerations in teaching low-achieving students?

  2. 2.

    What are the characteristics of low-achieving students?

  3. 3.

    What support and resources do you have in teaching low-achieving students?

  4. 4.

    What constraints do you have in teaching low-achieving students?

  5. 5.

    How do you think of your competence in instructing low-achieving students?

  6. 6.

    How do you think of your competence in managing low-achieving students?

  7. 7.

    How do you think of your competence in engaging low-achieving students?

  8. 8.

    How do you think of the influence of professional development on your practice?

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Wang, LY., Jen-Yi, L., Tan, LS. et al. Unpacking high and low efficacy teachers’ task analysis and competence assessment in teaching low-achieving students in secondary schools. Aust. Educ. Res. 43, 165–183 (2016). https://doi.org/10.1007/s13384-015-0196-x

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  • DOI: https://doi.org/10.1007/s13384-015-0196-x

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