In the 21st century, we observe an increasingly aware of a series of global, technological and scientific advancement that create a need of good performance in science education at all levels of schooling. These challenges, among them rapid science and technological changes, a rise of information technology use, and continuing movement towards a knowledge-based society all highlight the need for deep education in science including biology, chemistry, environmental science, physics, and sustainability. In fact, the impact of teacher characteristics of self-efficacy level is important for science education and students’ learning outcomes in science. In an effort to highlight this, this study investigated the impacts of teacher efficacy and motivation on students’ academic achievement in science education in secondary and high schools located in Iran and Russia using motivation for academic performance scale (α = 0.89) and teacher self-efficacy scale (α = 0.91) as measuring instruments and achievement test in science education. Two hypotheses were tested using the statistical programme. For evaluating the demographical differences of the students in terms of their academic achievement, comparative analyses were performed using t-test. Results showed that gender difference was not significant but nationality difference was significant in terms of students’ academic achievement in science education. Also other findings reported significant impact of teacher self-efficacy and motivation on academic achievement in science education. Implications, suggestions and recommendations for students, teachers, school administrators, parents, government, education counselors, etc. were discussed and presented.

/pdf/the-impacts-of-teacher-s-efficacy-and-motivation-on-student-40pk9y2e6b.pdf

The impacts of teacher's efficacy and motivation on student's academic achievement in science education among secondary and high school students

General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education

Teachers' Self-Efficacy Beliefs for Teaching Math: Relations With Teacher and Student Outcomes

The purpose of this study is to evaluate the influence of emotional induction and level of immersion on knowledge acquisition and motivation. Two conditions were used for immersion modulation: a high immersive condition, which consisted of the viewing of educational content through a head-mounted-display; and a low immersive condition, which was achieved through direct viewing on a tablet. The emotional conditions, created through video simulation, consisted of a positive versus neutral mood induction procedure. The participants were 56 high school students enrolled on a social science course. The results indicate a significant effect of the positive emotion/high immersive condition in knowledge acquisition while positive emotion induction had a positive effect on the interest subscale of the motivation assessment tool used for both immersive conditions.

/pdf/mobile-virtual-reality-as-an-educational-platform-a-pilot-4ioc6mca0s.pdf

Mobile Virtual Reality as an Educational Platform: A Pilot Study on the Impact of Immersion and Positive Emotion Induction in the Learning Process

The study of self-efficacy and its impact on human performance has intrigued many scholars during the last two decades, for example, Clayson and Sheffet, 2006; Nauta, 2004; Muijsand Rejnolds 2001; Bandura, 1997 and Soodak and Podell, 1993. This study was conducted with the objective to find out the impact ofteacher self-efficacy on the secondary school students’ academic achievement. For this purpose, sixty (60) secondary school teachers and a hundred (100) secondary school students in Chiltan Town of Quetta city were randomly selected. To collect the data, teacher self-efficacy questionnaire for teachers was used and to measure students’ academic achievement a test was developed. Data were analyzed through Pearson Correlation and Multiple Regressions. The findings of the study revealed that teacher self-efficacy has a positive impact on the students’ academic achievement. The results of the study and their pedagogical implications have been discussed, and recommendations have been provided for further researches.

/pdf/impact-of-teacher-self-efficacy-on-secondary-school-students-de3vp64qt9.pdf

Impact of Teacher Self-Efficacy on Secondary School Students’ Academic Achievement

The study of self-efficacy and its impact on human performance has intrigued a lot of scholars during the last two decades (e.g. Clayson, D. & Sheffet, M. 2006; Nauta, M. 2001; Muijs R Bandura, 1997; Podell & Soodak, 1993). The objective of this research was to investigate the influence of teacher self-efficacy (TSE) on the students’ motivation and achievement. To this end, eighty senior high school teachers in four different cities in Iran, and one hundred and fifty senior high school students, based on their teachers’ level of self-efficacy, have been selected randomly. For data collection, two instruments were employed: Teacher Self-Efficacy and Students’ Motivation questionnaires. Data were analyzed through Pearson product-moment correlation coefficient and ANOVA. The results of the study revealed that teacher self-efficacy has a positive influence on the students’ motivation and achievement. The results of the study and their pedagogical implications are discussed, and recommendations for further research are provided.

/pdf/the-impact-of-teacher-self-efficacy-on-the-students-3gu0vlvx75.pdf

Ahmad Mojavezi

Papers

The Impact of Teacher Self-efficacy on the Students' Motivation and Achievement