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Home / Journals / Education Journal / Increasing the Self-efficacy of Teachers When Meeting the Needs and Interests of Students
Increasing the Self-efficacy of Teachers When Meeting the Needs and Interests of Students
Lead Guest Editor:
Jonathan Chitiyo
Division of Management and Education, University of Pittsburgh Bradford, Bradford, USA
Lead Guest Editor:
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
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
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