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Increasing the Self-Efficacy of Teachers When Meeting the Needs and Interests of Students
Submission DeadlineSep. 30, 2019

Online submission system: http://www.sciencepublishinggroup.com/login

Lead Guest Editor
Jonathan Chitiyo
Division of Management and Education, University of Pittsburgh Bradford, Bradford, USA
Wayne Brinda
Division of Management and Education, University of Pittsburgh Bradford, Bradford, USA
Guest Editors
  • Melissa Boston
    School of Education, Duquesne University, Pittsburgh, USA
  • Vaughn Bicehouse
    School of Education, Slippery Rock University, Slippery Rock, USA
  • David Carbonara
    School of Education, Duquesne University, Pittsburgh, USA
  • Argnue Chitiyo
    School of Education, Ball State University, Muncie, USA
  • Edwin Ubeda
    School of Education, St. Ambrose University, Davenport, USA
  • Shen Xiang
    School Education, Miami University, Oxford, USA
  • Deborah Scigliano
    School of Education, Duquesne University, Pittsburgh, USA
  • John Gall
    Liberal Arts and Sciences, Community College of Beaver County, Monaca, USA
  • Kenya Dworkin
    Hispanic Studies, Carnegie Mellon University, Pittsburgh, USA
  • Morgan Chitiyo
    School of Education, Duquesne University, Pittsburgh, USA
  • Rachida Labbas
    College of Education, Washington State University, Columbus, Ohio, USA
  • Carla Quesada-Pallares
    Department of Applied Pedagogy, Autonomous University of Barcelona, Cerdanyola Del Valles, Barcelona, Spain
  • Mohd. Elmagzoub Eltahir
    Department of Education, Ajman University, Ajman, United Arab Emirates
Introduction
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:
  1. Classroom strategies with quantitative and qualitative data related to their applications
  2. Professional development experiences and applications in the classroom
  3. Stories of personal challenges and growth to achieve self-efficacy
  4. Design and use of instruments that measure self-efficacy among teachers
  5. Reflections of teachers, administrators, and students
Guidelines for Submission
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(see: http://www.sciencepublishinggroup.com/journal/guideforauthors?journalid=196).

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