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Teachers' self-efficacy and self-regulation.

Article Excerpt
Abstract

The present study examined whether the association between teachers' self-efficacy beliefs and academic performance is mediated by their homework self-efficacy beliefs and their use of self-regulatory learning strategies. Path analyses were conducted. The final model revealed that teachers' self-efficacy beliefs have an indirect effect on their academic performance, which is mediated by their self-efficacy beliefs about their capability to initiate and complete homework assignments and their use of self-regulatory learning strategies. Implications for teaching preparation programs are discussed.

Introduction

It is difficult to imagine our society without effective teachers. Teachers educate children in a way that potentially leads these learners to become active agents in constructing a better world. The multiple tasks that teachers have, including enhancing their students' motivation, maintaining effective classroom management, grading student work, and preparing lesson plans, require intense task-focus and enactment of goals. Studies examining teachers' effectiveness suggest that self-regulation is an essential determinant of teachers' efficacy (Dembo, 2001; Randi, 2004). Self-regulation of learning refers to the processes that maintain the cognition, motivation, and behavior necessary to achieve intentional goals (Zimmerman, 2000). Effective self-regulated learners set appropriate goals, use effective learning strategies, monitor their academic progress, and self-reflect on their outcomes. Appropriate execution of self-regulation depends on the individuals' perception of personal agency---that is, their sense of self and capability beliefs (Bandura, 1997; Pajares, 1996). Although in general learners' self-regulatory processes have been greatly investigated, in particular, the present research sought to understand the self-regulatory processes of teachers who are working to obtain an advanced professional certification.

Understanding teachers' self-regulatory processes and self-efficacy is a paramount inquiry if their effects in the classroom would like to be accurately determined. From the social cognitive perspective (Bandura, 1997), self-regulation encompasses the interaction of the person and his or her behavior as well as the environment in a triadic process. In other words, teachers' beliefs and abilities interact with their actions and with how they perceive and relate to their environment. Teachers' self efficacy refers to "their beliefs in their ability to have a positive effect on student learning" (Ashton, 1985, p. 142). Recent work has revealed that teachers' self-efficacy beliefs is a significant factor that influences teachers' positive attitudes toward helping their students, their level of satisfaction, and their desire to motivate their students (Tschannen-Moran & Woolfolk, 2001).

Teachers' cognitive and behavioral control as well as their self-efficacy beliefs is the anticipated foundation of their ability to guide their own professional development, both during and after completing their initial teaching certification. Consequently, enacting self-regulatory processes and enhancing one's self-efficacy beliefs during advanced professional training are essential for attaining these goals. While the predictive, mediating use of self-regulated learning and motivation among learners in general is established (Zimmerman & Bandura, 1994), these mediating effects have not been fully examined among teachers. Thus, the present study examined whether the association between teachers' self-efficacy beliefs and academic performance is mediated by their self-efficacy beliefs about homework and their use of self-regulatory learning strategies.

Recently, the focus of investigating the effectiveness of teachers has shifted from pinpointing teachers' knowledge of their content area, development of lesson plans, and classroom management skills, to identifying teachers' beliefs and self-regulatory skills necessary for teaching and learning (Bembenutty & Chen, 2005; Dembo, 2001; Randi, 2004). Previous conventional notions of teaching effectiveness placed...

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