Increasing the Self-Efficacy of Teachers When Meeting the Needs and Interests of Students :: Special Issue

Special Issue

Increasing the Self-Efficacy of Teachers When Meeting the Needs and Interests of Students

Submission Deadline: 20 December 2019
Status: Submission Closed
Lead Guest Editor: Jonathan Chitiyo

About This Special Issue

Megan Tschannen-Moran and Anita Woolfolk Hoy have explored teacher efficacy which has been shown, as they wrote, “to be powerfully related to many meaningful educational outcomes such as teachers’ persistence, enthusiasm, commitment and instructional behavior, as well as student outcomes such as achievement, motivation, and self-efficacy beliefs.” The growing challenges of engaging early-level, adolescent and college students who struggle and demonstrate a lack of interest toward literacy and learning, along with encountering special education needs among students presents the opportunity for this special issue to explore and for educators to share the current range of best practices and experiences across grade levels and content areas that contribute to building self-efficacy among teachers as they contribute to students’ learning and enjoyment of learning.

Aims and Scope:

Classroom strategies with quantitative and qualitative data related to their applications
Professional development experiences and applications in the classroom
Stories of personal challenges and growth to achieve self-efficacy
Design and use of instruments that measure self-efficacy among teachers
Reflections of teachers, administrators, and students

Lead Guest Editor

Jonathan Chitiyo

Division of Management and Education, University of Pittsburgh Bradford, Bradford, United States

Guest Editors

Mohd. Elmagzoub Eltahir

Department of Education, Ajman University, Ajman, United Arab Emirates
Wayne Brinda

Division of Management and Education, University of Pittsburgh Bradford, Bradford, United States
Carla Quesada-Pallares

Department of Applied Pedagogy, Autonomous University of Barcelona, Cerdanyola Del Valles, Spain
Melissa Boston

School of Education, Duquesne University, Pittsburgh, United States
Vaughn Bicehouse

School of Education, Slippery Rock University, Slippery Rock, United States
David Carbonara

School of Education, Duquesne University, Pittsburgh, United States
Argnue Chitiyo

School of Education, Ball State University, Muncie, United States
Edwin Ubeda

School of Education, St. Ambrose University, Davenport, United States
Shen Xiang

School Education, Miami University, Oxford, United States
Deborah Scigliano

School of Education, Duquesne University, Pittsburgh, United States
John Gall

Liberal Arts and Sciences, Community College of Beaver County, Monaca, United States
Kenya Dworkin

Hispanic Studies, Carnegie Mellon University, Pittsburgh, United States
Morgan Chitiyo

School of Education, Duquesne University, Pittsburgh, United States
Rachida Labbas

College of Education, Washington State University, Columbus, United States
Svetlana Firsova

Department of Foreign Lanuages and Linguistics, Volga State University of Technology, Yoshkar-Ola, Russian Federation

Education Journal

Increasing the Self-Efficacy of Teachers When Meeting the Needs and Interests of Students