Get Teacher Efficacy And Attitudes

Bandura (1986) proposed four sources of teacher efficacy: mastery experiences, vicarious experiences, verbal persuasion, and physiological arousal (Hoy, 2000). Mastery experience or the interpreted result of one's purposive performance is cited as the most influential source of teacher self-efficacy.

They are prepared, set clear and fair expectations, have a positive attitude, are patient with students, and assess their teaching on a regular basis. They are able to adjust their teaching strategies to fit both the students and the material, recognizing that different students learn in different ways.

The core of teaching consists of four basic values: dignity, truthfulness, fairness and responsibility & freedom. All teaching is founded on ethics – whether it be the teacher-student relationship, pluralism or a teacher's relationship with their work. Dignity means respect for humanity.

(1) the teacher's attitude toward self, (2) the teacher's attitude toward children and the relationship between self and children, (3) the teacher's attitudes toward peers and pupils' parents, (4) the teacher's attitude toward the subject matter.

The five frequently discussed attitudes and actions include: a genuine caring and kindness of the teacher, a willingness to share the responsibility involved in a classroom, a sincere sensitivity to the students' diversity, a motivation to provide meaningful learning experiences for all students, and an enthusiasm for ...

Attitude is very important when you are a teacher. It affects your students in many ways and can shape their learning experience. Marsh makes a good point when she talks about how intuitive students can be. “I have learned that teachers can't really fool students, so it's best not to try,” says Marsh.

Teacher efficacy is the level of confidence teachers have in their ability to guide students to success (CU-Portland). This includes helping students learn, building effective programs for students, and effectively changing student learning (Gkolia, Belia, & Koustelios, 2014).