Autoeficacia en la gestión del aula en el profesorado de primaria y secundariavariables predictoras y perfiles docentes

  1. Héctor González-Mayorga 1
  2. Agustín Rodríguez Esteban 1
  1. 1 Universidad de León
    info

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

Revista:
Aula abierta

ISSN: 0210-2773

Any de publicació: 2023

Títol de l'exemplar: Educación para la diversidad, la inclusión y el desarrollo de competencias específicas

Volum: 52

Número: 1

Pàgines: 71-80

Tipus: Article

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Altres publicacions en: Aula abierta

Resum

Effectiveness in classroom management is one of the main concerns among teachers, as the development of this competence is key to succeed in the teaching and learning processes. The aim of this study is to analyse the influence of initial and in-service training on teachers’ self-efficacy in classroom management, as well as to discern the predictive capacity of other variables on this competence. In addition, teacher profiles are described, categorised in different educational levels. A predictive study was conducted using data from the TALIS 2018 survey, based on the Spanish sample of 11,527 primary and secondary teachers. The results indicate that both initial and in-service training are predictors of the teachers’ level of self-efficacy in classroom management. However, the types of training they receive have different effects depending on their educational level. Other variables, such as teaching experience, disruptive behaviour in the classroom, and educational level have a predictive effect. Therefore, the importance of teacher training in classroom management—especially in-service training—is highlighted.

Referències bibliogràfiques

  • Ahmad, S., & Ch, A. H., Ayub, A., Zaheer, M., y Batool, A. (2017). Relationship of classroom management strategies with academic performance of students at college level. Bulletin of Education and Research, 39(2), 239-249.
  • Ainley, J., y Carstens R. (2018). Teaching and Learning International Survey (TALIS) 2018 conceptual framework. OECD Publishing.
  • Alwaleedi, M. A. (2017). Impact of demographic variables in the development of teachers’ self-efficacy beliefs in the context of Saudi Arabia. Asian Social Science, 13(1), 1-10.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
  • Bay, D. N. (2020). Investigation of the relationship between self-efficacy beliefs and classroom management skills of pre-school teachers. International Electronic Journal of Elementary Education, 12(4), 335-348. https://doi.org/ 10.26822/iejee.2020459463
  • Berger, J.-L., Girardet, C., Vaudroz, C., y Crahay, M. (2018). Teaching experience, teachers’ beliefs, and self-reported classroom management practices: A coherent network. SAGE Open, 8(1), 1-12. https://doi.org/10.1177/2158244017754119
  • Betoret, F. D. (2009). Self-efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: a structural equation approach. Educational Psychology, 29(1), 45-68. https://doi.org/10.1080/01443410802459234
  • Bliss, R., Weinberg, J., Webster, T, y Vieira, V. (2012). Determining the probability distribution and evaluating sensitivity and false positive rate of a confounder detection method applied to logistic regression. Journal of Biometrics & Biostatistics, 3(4), 1-14, 2013.
  • Bouzid, M., Mrayeh, M., y Souissi, N. (2015). Impact of classroom management training on Physical Education trainees’ self-efficiency feeling. Creative Education, 6, 1256-1265. https://doi.org/10.4236/ce.2015.612124
  • Brouwers, A., y Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239- 253. https://doi.org/10.1016/S0742-051X(99)00057-8.
  • Butucha, K. G. (2013). Gender and school type differences in self-efficacy in teaching. Sky Journal of Educational Research, 1(4), 23-31.
  • Callealta, L., Donoso, M., y Camuñas, N. (2020). Identidad profesional docente: la influencia de las competencias y la formación inicial de los aspirantes a profesores de Educación Secundaria. Revista de Estilos de Aprendizaje, 13(25), 84-98. https://doi.org/10.55777/rea.v13i25.1880
  • Carbonero, M. Á., Ortiz, E., Martín, L. J., y Valdivieso, J. A. (2010). Identificación de las variables docentes moduladoras del profesor eficaz en Secundaria. Aula Abierta, 38(1), 15-24
  • Chen, R. J.-C., Lin, H.-C., Hsueh, Y.-L., y Hsieh, C.-C. (2020). Which is more infuential on teaching practice, classroom management efcacy or instruction efcacy? Evidence from TALIS 2018. Asia Pacifc Education Review, 21, 589-599. https://doi.org/10.1007/s12564-020-09656-8
  • Chinedu, O. F., y Chinwendu, O. M. (2020). Relationship between effective classroom management and students' academic performance in biology in Anambra West L.G.A. of Anambra State, Nigeria. Bulgarian Journal of Science and Education Policy, 14(2), 339-355.
  • Del Arco, I., Gairín, J., y Armengol, C. (2021). El desarrollo de competencias profesionales en el Prácticum de maestros. La visión de sus protagonistas. Revista Espacios, 42(7), 128-144. https://doi.org/10.48082/espacios-a21v42n07p09
  • Gaudreau, N., Royer, É., Frenette, É., Beaumont, C., y Flanagan, T. (2013). Classroom behaviour management: the effects of in-service training on elementary teachers’ self-efficacy beliefs’. McGill Journal of Education, 48(2), 359-382. https:/doi.org/10.7202/1020976ar
  • Hartl, A., y Holzberger, D. (2022). Identifying teachers’ motivational profiles and their changes from teacher education into practice: A longitudinal study. Zeitschrift fur Erziehungswissenschaft, 25(2), 427-451. https://doi.org/10.1007/s11618-022-01093-0
  • Holzberger, D., Philipp, A., y Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105, 774-786. https://doi.org/10.1037/a0032198
  • Holzberger, D., y Prestele, E. (2021). Teacher self-efficacy and self-reported cognitive activation and classroom management: A multilevel perspective on the role of school characteristics. Learning and Instruction, 76, 1-9. https://doi.org/10.1016/j.learninstruc.2021.101513
  • Huang, H.-M., y Liaw, S.-S. (2018). An analysis of learners’ intentions toward virtual reality learning based on constructivist and technology acceptance approaches. International Review of Research in Open and Distributed Learning, 19(1). https://doi.org/10.19173/irrodl.v19i1.2503
  • Huk, O., Terjesen, M. D., y Cherkasova, L. (2019). Predicting teacher burnout as a function of school characteristics and irrational beliefs. Psychology in the Schools, 56(5), 792-808. https://doi.org/10.1002/pits.22233
  • Kaku, D. W., y Arthur, F. (2021). Pre-service economics teachers’ self-efficacy beliefs in teaching economics. International Journal of Innovate Research and Development, 10(3), 37-43. https://doi.org/10.24940/ijird/2021/v10/i3/158459-390043-1-SM
  • Klassen, R. M., y Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756. https://doi.org/10.1037/a0019237
  • Latouche, A. P., y Gascoine, M. (2019). In-service training for increasing teachers’ ADHD knowledge and self-efficacy. Journal of Attention Disorders, 23(3), 270-281. https://doi.org/10.1177/1087054717707045
  • Lazarides, R., Watt, H. M. G., y Richardson, P. W. (2020). Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career. Learning & Instruction, 69, 1-14. https://doi.org/10.1016/j.learninstruc.2020.101346
  • Lesha, J. (2017). Teachers’ self-efficacy beliefs: the relationship between teachers’ age and instructional strategies, classroom management and student engagement. European Journal of Social Sciences Studies, 2(5), 217-226. https://doi.org/10.5281/zenodo.1059115
  • Lopes, J., Silva, E., Oliveira, C., Sass, D., y Martin, N. (2017). Teacher’s classroom management behavior and students’ classroom misbehavior: A study with 5th through 9th - grade students. Electronic Journal of Research in Educational Psychology, 15(3), 467-490. https://doi.org/10.14204/ejrep.43.17075
  • López-Roldán, P., y Fachelli, S. (2015). Metodología de la investigación social cuantitativa. Universidad Autónoma de Barcelona.
  • Ma, K., McMaugh, A., y Cavanagh, M. (2022). Changes in pre-service teacher self-efficacy for teaching in relation to professional experience placements. Australian Journal of Education, 1-16. https://doi.org/10.1177/00049441211060474
  • Manso, J., y Garrido-Martos, R. (2021). Formación inicial y acceso a la profesión: qué demandan los docentes. Revista de Educación, 393, 293-319. https://doi.org/10.4438/1988-592X-RE-2021-393-494
  • MEyFP [Ministerio de Educación y Formación Profesional] (2019). TALIS 2018. Estudio internacional de la enseñanza y del aprendizaje. Informe español. Instituto Nacional de Evaluación Educativa.
  • Nault, T., y Fijalkow, J. (1999). Introduction. Classroom management: From yesterday to tomorrow. Review of Educational Sciences, 25, 451-466
  • Nejati, R., Hassani, M. T., y Sahrapour, H. A. (2014). The relationship between gender and student engagement, instructional strategies, and classroom management of Iranian EFL teachers. Theory and Practice in Language Studies, 4(6), 1219–1226. https://doi.org/ 10.4304/tpls.4.6.1219-1226
  • OECD (2019a). TALIS 2018 Technical Report. https://www.oecd.org/education/talis/TALIS_2018_Technical_Report.pdf
  • OECD (2019b). TALIS 2018 results (Volume I): Teachers and school leaders as lifelong learners. OECD Publishing. https://doi.org/10.1787/1d0bc92a-en
  • Oktan, D., y Kivanç Çağanağa, Ç. (2015). The impact of teachers’ gender differences on classroom management. International Online Journal of Education and Teaching, 2(4), 239-247.
  • Omodan, B. I., Ekundayo, H. T., y Bamikole, O. I. (2018). Enhancing students’ academic performance in secondary schools: The vicissitude of classroom management skills. The International Journal of Business & Management, 6(11), 106-112.
  • Orden ECI/3857/2007, de 27 de diciembre, por la que se establecen los requisitos para la verificación de los títulos universitarios oficiales que habiliten para el ejercicio de la profesión de Maestro en Educación Primaria (BOE nº 312, 29/12/2007).
  • Piştav-Akmeşe, P., y Kayhan, N. (2019). Investigation of difficulties faced by special education teachers and their self-efficacy beliefs. Turkish Journal of Special Education Research and Practice, 1(1), 57-69. https://doi.org/10.37233/TRSPED.2019.0103
  • Pituch, K., y Stevens, J. (2015). Applied Multivariate Statistics for the Social Sciences. Routledge
  • Real Decreto 1393/2007, por el que se establece la ordenación de las enseñanzas universitarias oficiales (BOE nº 260, 30/10/2007).
  • Reeves, T. D., y Hamilton, V. (2022). Relationships between teacher education mechanisms and teacher practices, self-efficacy, and job satisfaction in the U.S.: An analysis of TALIS 2018. Studies in Educational Evaluation, 75, 101216. https://doi.org/10.1016/j.stueduc.2022.101216
  • Reeves, P. M., Pun, W. H., y Chung, K. S. (2017). Influence of teacher collaboration on job satisfaction and student achievement. Teaching and Teacher Education, 67, 227-236. https://doi.org/10.1016/j.tate.2017.06.016
  • Ribosa, J. (2020). El docente socioconstructivista: Un héroe sin capa. Educar, 56(1), 77-90. https://doi.org/10.5565/rev/educar.1072
  • Shaukat, S., y Iqbal, H. M. (2012). Teacher self-efficacy as a function of student engagement, instructional strategies, and classroom management. Pakistan Journal of Social and Clinical Psychology, 10(2), 82-85.
  • Skaalvik, E. M., y Skaalvik, S. (2018). Job demands and job resources as predictors of teacher motivation and well-being. Social Psychology of Education, 21(5), 1–25. https://doi.org/10.1007/s11218-018-9464-8
  • Silva, L. C., y Barroso, I. M. (2004). Regresión logística. Cuadernos de Estadística 27. La Muralla.
  • Tang, Y., Wang, T., Liu, L. B., y Li, Q. (2020). Teacher job satisfaction in high-performing systems: A multi-level study of teacher, classroom, and school factors using TALIS 2013 surveys. Asia Pacific Journal of Educational Research, 3(1), 17-43. https://doi.org/10.30777/APJER.2020.3.1.02
  • Tenorio, S. A., Jardi, A., Puigdellívol, I., y Ibañez, N. (2020). Intersección escuela-universidad: un espacio híbrido de colaboración para fortalecer la formación inicial y el desarrollo profesional docente. Perspectiva Educacional, 59(2), 88-110. https://doi.org/10.4151/07189729-vol.59-iss.2-art.1071
  • Tuchman, A., y Isaacs, J. (2011). The influence of formal and informal formative pre‐service experiences on teacher self‐efficacy. Educational Psychology, 31(4), 413-433. https://doi.org/10.1080/01443410.2011.560656
  • Tzivinikou, S. (2015). The impact of an in-service training program on the self-efficacy of special and general education teachers. Problems of Education in the 21st Century, 64, 95-107. https://doi.org/ 10.33225/pec/15.64.95
  • Uruñuela, P. M. (2019). La gestión del aula. Todo lo que me hubiera gustado saber cuando empecé a dar clase. Narcea.
  • Van Tartwijk, J., y Hammerness, K. (2011). The neglected role of classroom management in teacher education. Teaching Education, 22(2), 109-112. https://doi.org/10.1080/10476210.2011.567836
  • Williford, A. P., y Vitiello, V. E. (2020). Who’s in charge? Child behavior predicts teacher subsequent classroom management practice for preschoolers reported to display disruptive behavior. School Psychology, 35(5), 299–310. https://doi.org/10.1037/spq0000402
  • Zembat, R., y İlçi-Küsmüş, G. (2020). Analyzing the relationship between preschool teachers’ classroom management skills and occupational professionalism. Kastamonu Education Journal, 28(4), 1725-1739. https://doi.org/10.24106/kefdergi.3621
Fuente de los datos: Dialnet