Online Teaching Efficacy: A Product of Professional Development and Ongoing Support.

The purpose of the pilot study was to investigate the perceptions of online teaching efficacy of nursing faculty who teach courses in which 51% or more of the content is offered online. Bandura's psychological construct of self-efficacy served as the conceptual framework. The research survey was administered to nursing faculty in a state university system located in the southeastern United States of America, plus two private universities. The Michigan Nurse Educator's Sense of Efficacy for Online Teaching Scale, which contains 32 items that measure how nurse educators judge their current capabilities for teaching online nursing courses, was used to gather data. Overall, the scores reflected that faculty perceived themselves as quite a bit efficacious on a scale that ranged from 1 to 9. As nursing educators received more support in designing and implementing online courses, their efficacy increased. It is critical that faculty are supported on an ongoing basis to increase and develop online teaching skills in order to teach high-quality courses in online programs. Faculty members must also be recognized for their work, time, and commitment required to be effective online educators. The findings of this study revealed those participants who had a number of professional development supports and release time to develop online courses have a greater sense of efficacy.

The Relationship between Organizational Climate and Teaching Innovation among Preschool Teachers: The Mediating Effect of Teaching Efficacy.

Preschool teachers' teaching innovation is an important factor in enhancing teaching quality and improving children's creativity. Based on ecological systems theory and self-determination theory, the purpose of this study was to investigate the relationship between kindergartens' organizational climate and preschool teachers' teaching innovation and the mediating role of teaching efficacy in it. In this study, an online questionnaire was distributed to 2092 preschool teachers from different provinces using an Organizational Climate Scale, Teaching Efficacy Scale, and Teaching Innovation Scale. The study used SPSS 25.0 software and the SPSS PROCESS macro program for data processing. The results showed that there was a positive correlation among kindergartens' organizational climate, teaching efficacy, and teaching innovation, and that kindergartens' organizational climate not only directly and positively predicted teaching innovation, but also indirectly predicted teaching innovation through the mediating role of teaching efficacy. The study explored the internal and external influences on preschool teachers' teaching innovation and revealed their underlying mechanisms, providing theoretical support for research and educational practice on preschool teachers' teaching innovation and children's creativity.

The Relationship between Teacher Autonomy and Mental Health in Primary and Secondary School Teachers: The Chain-Mediating Role of Teaching Efficacy and Job Satisfaction.

Teachers in primary and secondary schools are frequently under pressure. Therefore, it is critical to understand the factors that affect their mental health. Autonomy was associated with mental health in the past. However, the mediating mechanism behind this relationship has received little attention. In this study, a chain mediation model was built to determine whether teaching efficacy and work satisfaction mediated the relationship between teacher autonomy and mental health. Our study enlisted the participation of 810 Chinese primary and secondary school teachers aged from 21 to 57 years old. They completed self-reporting measures of teacher autonomy, mental health, teaching efficacy, and job satisfaction. The results show that (1) teacher autonomy, teaching efficacy, job satisfaction, and mental health have strong positive relationships, (2) teaching efficacy and job satisfaction significantly mediate the relationship between autonomy and mental health, and (3) both teaching efficacy and job satisfaction play a chain-mediating role. The chain-mediating effect of teaching efficacy and job satisfaction plays an important role in promoting teachers' mental health. Teachers with a high level of autonomy tend to have high teaching efficacy, high job satisfaction, and improved mental health.

The Effect of Organizational Trust on Turnover Intention of Rural Kindergarten Teachers: The Mediating Role of Teaching Efficacy and Job Satisfaction.

Recent studies have focused on turnover among rural kindergarten teachers. However, none of these studies have shown a clear connection between turnover intention and organizational trust, although there are studies in other areas showing that organizational trust can affect turnover intention. Drawing on a sample of 330 kindergarten teachers in rural areas, this study explores the mechanism of influence between organizational trust and turnover intention with teaching efficacy and job satisfaction as mediators. We found that organizational trust negatively impacted teachers' turnover intention, and this relationship was mediated by a significant chain mediating effect of teaching efficacy and job satisfaction. The findings enrich knowledge about turnover among rural kindergarten teachers and inspire us to create a more supportive organizational environment against the backdrop of the COVID-19 pandemic to improve job satisfaction and alleviate turnover among rural kindergarten teachers.

Teachers' assessment literacy improves teaching efficacy: A view from conservation of resources theory.

Recent revisions to the Conservation of Resources theory have not only reclassified categories of resources, but have also acknowledged the conceptual importance of "gain spirals" and "resource caravans" in enriching the theoretical understanding of resources. Given that teachers' assessment literacy is a prominent yet underexplored personal constructive resource in teaching, this paper examines its role in teaching efficacy. In addition, personal energy resources (e.g., psychological capital and professional identity) are studied as antecedents to teaching efficacy. To this end, a survey based on the Chinese versions of the Teacher Assessment Literacy Scale, the Teaching Efficacy Scale, the Psychological Capital Scale, and the Teacher Professional Identity Scale was administered to secondary school teachers in Henan Province, China, and 351 completed, valid surveys were returned. The findings indicated that the teachers' assessment literacy and teaching efficacy were positively correlated, verifying that assessment literacy can influence teaching efficacy through the separate and chain mediation effects of psychological capital and professional identity. The identification of such mediating pathways has confirmed that resources owned by teachers can lead to gain spirals and full resource caravans, thus expanding the Conservation of Resources theory by positing that resources can be nested within one another. This study has theoretical implications for teaching efficacy research and the Conservation of Resources theory as well as practical implications regarding how to boost teachers' constructive and energy resources and professional development.

Teacher Online Informal Learning as a Means to Innovative Teaching During Home Quarantine in the COVID-19 Pandemic.

The home quarantine in the COVID-19 pandemic has created challenges for teaching across the world and called for innovative teaching, as well as teachers' learning. Given the rapid development of teachers' online learning and teaching, identifying effective ways to facilitate innovative teaching under such challenging conditions is a critical issue. Although researchers have realized that workplace informal learning (IL) increasingly reveals its potential value to individual development, the relationship between IL and innovation has been under-explored. The purpose of this study was to evaluate the impact of IL on innovative teaching, through the mediating roles of three types of teaching-related efficacy, with a particular focus on college teachers and online context. A sample of 479 Chinese college teachers was randomly selected to participate in the survey. The results showed that teachers' online IL in pandemic improved their personal teaching efficacy and ICT efficacy (information and communication technology efficacy), and then facilitated their innovative teaching without differences of gender and teaching-age effect. Whereas, general teaching efficacy was not a mediator between online IL and innovative teaching. Hence, we proposed a can-do motivating model of teacher efficacy in fostering innovative teaching through informal learning. It implies three properties of teachers' online IL: social interaction, autonomous learning and novelty-seeking. It also revealed that innovative teaching can be driven in COVID-19 pandemic, mainly by learning domain-specific knowledge and skills, thus enhancing personal teaching efficacy and ICT efficacy in online teaching context.

Does Emotional Labor Matter for University Teaching? Examining the Antecedents and Consequences of University Teachers' Emotional Labor Strategies.

Following Grandey's integrative model of emotional labor and emotion regulation, this study examined the relationships between university teachers' reported use of various emotional labor strategies and some antecedents (i. e., perceived emotional job demands and teaching support) and teaching efficacy. A sample of 643 university teachers from 50 public higher education institutions in an East China province responded to a questionnaire survey. The data analysis based on descriptive statistics and structural equation modeling showed that surface acting impeded teaching efficacy in instructional strategy and learning assessment, while deep acting and expression of naturally felt emotions enhanced teaching efficacy in course design, instructional strategy, and learning assessment. For the antecedents of university teachers' emotional labor strategies, teachers perceived that the emotional job demands of teaching facilitated their use of surface and deep acting; in contrast, teachers' perceived teaching support decreased their use of surface acting and increased their use of expression of naturally felt emotions.

Chinese University EFL Teachers' Perceived Support, Innovation, and Teaching Satisfaction in Online Teaching Environments: The Mediation of Teaching Efficacy.

This study investigated the relationships between university EFL teachers' perceived teaching support, teacher innovation, and teaching satisfaction in online teaching environments, especially the mediating role of teaching efficacy. The results of an online questionnaire survey with 473 university EFL teachers revealed that although online peer support did not directly make any difference to teacher innovation and teaching satisfaction, greater perceived support in the form of teaching resources and teaching autonomy improved university EFL teachers' online teaching satisfaction. Online teaching efficacy significantly mediated the relationships between teaching support and teacher innovation and satisfaction. The results offer significant implications for improving the effectiveness of EFL teaching and promoting university EFL teachers' innovation and satisfaction in online teaching environments.

The mediation effect of self-esteem on job-burnout and self-efficacy of special education teachers in Western China.

Teacher self-efficacy may reduce the likelihood of burnout through preventing the occurrence of work stress. The study inquiries the relationship between teaching efficacy and burnout, focus on mediation of self-esteem. A sample of 329 Chinese special teachers who teach in the special schools in western China was measured with the Maslach Burnout Inventory, the Rosenberg self-esteem scale and the Self-efficacy scale. Results indicated that emotional exhaustion and depersonalization of Chinese special teachers are at a medium level and personal accomplishment are at a low level. The mediation analysis shows that under the education background of special education, self-esteem plays partial mediation role in general teaching efficacy or personal teaching efficacy and job burnout of special education teachers.

A Motivational Mechanism Framework for Teachers' Online Informal Learning and Innovation During the COVID-19 Pandemic.

Online informal learning (IL) spreads quickly in the COVID-19 Pandemic. Studies have predicted that both online and workplace IL have potential value to individual and organization development, whereas the study on its link with innovation remains scarce. IL is an individualized learning pattern different from formal learning, and its functioning mechanism on innovation will deepen our understanding of the relationship between learning and innovation. Self-efficacy and autonomous motivation are considered as two streams of motivational mediating mechanisms to innovation. However, previous studies have proceeded largely in separation from each other. Researchers highlight the need to develop a more fine-grained theory of motivation and innovation. In addressing these literature gaps, this paper takes college teachers as the sample and focuses on the motivational mediating mechanism between online IL and innovation. The results showed that teachers IL could positively predict innovative teaching performance. Personal teaching efficacy and autonomous motivation played as sequential mediators on the link between IL and innovative teaching performance. This study extends the literature of IL-innovation relationship and enriches understanding of cognition-oriented motivation theory, highlighting one's internal autonomous construction is the key to innovation. Theoretical and practical implications for psychological empowerment are discussed.

Attitudes, self-efficacy, and intention to teach in inclusive classrooms of in-service teachers in chile: validating scales / Atitudes, autoeficácia e intenção de ensinar em aulas inclusivas de professores em serviço no chile: validação de escalas

ABSTRACT The main purpose of this study was to analyse the psychometric properties of the Chilean-Spanish version of the Attitudes towards Inclusion Scale (AIS), the Intention to Teach in Inclusive Classrooms Scale (ITICS), and the Teacher Efficacy for Inclusive Practices (TEIP) scale. The secondary objective was to establish whether the intention to teach in inclusive classrooms is influenced by attitudes and self-efficacy. Participants were 569 in-service teachers. The results indicated adequate reliability scores for the three instruments. The results of the exploratory factor analysis (EFA) of the AIS confirmed the existence of two factors. The ITICS was determined to be unidimensional. The factor structure of the TEIP scale differed substantially from that of the original scale, and two factorial solutions were determined to be the best fit for Chilean teachers. Self-efficacy for inclusive practices and attitudes towards inclusion had a positive effect on intention to implement inclusive practices. The implications of the findings for teacher education programmes are discussed.

RESUMO O principal objetivo deste estudo foi analisar as propriedades psicométricas da versão chileno-espanhola da Escala de Atitudes em relação à Inclusão (AIS), da Escala de Intenção de Ensinar em Salas de Aula Inclusivas (ITICS) e da escala de Eficácia do Professorado para Práticas Inclusivas (TEIP). O objetivo secundário foi determinar se a intenção de ensinar em salas de aula inclusivas é influenciada por atitudes e autoeficácia. Os participantes foram 569 professores em serviço. Os resultados indicaram níveis de confiabilidade adequados para os três instrumentos. Os resultados da análise fatorial exploratória (EFA) da AIS confirmaram a existência de dois fatores. A ITICS foi determinada como sendo unidimensional. A estrutura fatorial da escala TEIP diferiu substancialmente da escala original, e duas soluções fatoriais foram determinadas como sendo as mais adequadas para os professores chilenos. A autoeficácia para práticas inclusivas e as atitudes em relação à inclusão tiveram um efeito positivo na intenção de implementar práticas inclusivas. As implicações dos resultados para os programas de formação de professores são discutidas.

Health Literacy Teaching Beliefs, Attitudes, Efficacy, and Intentions of Middle School Health and Physical Education Teachers.

BACKGROUND: Health education (HE) courses in schools are vital paths for improving teenagers' health literacy. HE and physical education (PE) teachers lead HE courses, and their teaching intentions and competency influence the effectiveness of the courses and the ability to promote students' health literacy. This study attempted to understand HE and PE teachers' health literacy teaching intentions and professional competency and to investigate their relationships. METHODS: This study adopted a cross-sectional design. A questionnaire survey was administered to 906 middle school HE and PE teachers in Taiwan by mail, and 545 provided valid data with consent. RESULTS: Participants had a favorable health literacy (47.78/50), positive health literacy teaching beliefs and attitudes, and acceptable efficacy. They intended to implement health literacy instruction within the subsequent year. Teaching beliefs, attitudes, and efficacy were all positively correlated with intentions (all p < .001). Demographic variables, health literacy, and teaching beliefs, attitudes, and efficacy explained 33.5% of the variance of teaching intentions. CONCLUSION: Teaching beliefs, attitudes, and efficacy were crucial predictors of health literacy teaching intentions. To improve students' health literacy, educational authorities and schools should pay attention to HE and PE teachers' intentions and vital factors, thereby enhancing teachers' willingness to perform health literacy instruction.

Combinations of Personal Responsibility: Differences on Pre-service and Practicing Teachers' Efficacy, Engagement, Classroom Goal Structures and Wellbeing.

Pre-service and practicing teachers feel responsible for a range of educational activities. Four domains of personal responsibility emerging in the literature are: student achievement, student motivation, relationships with students, and responsibility for ones own teaching. To date, most research has used variable-centered approaches to examining responsibilities even though the domains appear related. In two separate samples we used cluster analysis to explore how pre-service (n = 130) and practicing (n = 105) teachers combined personal responsibilities and their impact on three professional cognitions and their wellbeing. Both groups had low and high responsibility clusters but the third cluster differed: Pre-service teachers combined responsibilities for relationships and their own teaching in a cluster we refer to as teacher-based responsibility; whereas, practicing teachers combined achievement and motivation in a cluster we refer to as student-outcome focused responsibility. These combinations affected outcomes for pre-service but not practicing teachers. Pre-service teachers in the low responsibility cluster reported less engagement, less mastery approaches to instruction, and more performance goal structures than the other two clusters.

The impact on teaching quality in teaching ability, teaching efficacy for part-time nursing teachers / 中国实用护理杂志

Objective To test the teaching ability, teaching efficacy, teaching quality and its correlated factors of teaching quality in part-time nursing teachers. Methods The questionnaire survey were used in 201 part-time nursing teachers, and the factors influencing teaching quality were tested. Results The total scores in teaching ability were (75.43 ± 11.68) points, (110.45 ± 16.73) points for teaching efficacy, (105.38±12.17) points for teaching quality. There were moderate correlated relationships among these variables. The factors influencing teaching quality included over 5 years in teaching time, teaching training, teaching ability and teaching efficacy by multivariable regression analysis, these variables accounted for 62.0% variance. There were higher coefficients (?=0.61, 0.45) in teaching ability and efficacy. Conclusions The following measures should be performed for part-time nursing teachers, such as teaching training and supervision, in order to improve clinical teaching quality.