Developing preservice teachers’ teaching engagement efficacy: A classroom managerial implication

Abstract

AbstractRevising teacher education frameworks and incorporating contemporary identified teacher attributes into the frameworks helps to ensure formidable initial teacher training. This paper validated teacher engagement efficacy for further consideration. Research findings that link preservice teachers’ teaching self-efficacy to their instructional effectiveness were found to be contradictory, whilst others had validity issues with the measurement of instructional effectiveness variable. Thus, there is inadequate support for the inclusion of teaching self-efficacy in teacher education frameworks. Therefore, using objective measurement of instructional effectiveness, the current study utilised ex-post facto research design to predict preservice management teachers’ instructional effectiveness based on their teaching self-efficacy. Secondary data were gathered on preservice teachers’ teaching self-efficacy and instructional effectiveness; the dataset covered 119 cases. Empirical models were formulated to determine the nexus between preservice teachers’ teaching self-efficacy and instructional effectiveness. Both descriptive (frequency and percentage) and inferential statistics (independent samples t-test, simple and multiple linear regressions) were used to analyse the data. Preservice management teachers’ level of instructional effectiveness was very good, which was not influenced by their gender and their age. Significantly, their student engagement efficacy positively influenced their instructional effectiveness. Therefore, teacher educators might risk preservice teachers’ instructional effectiveness should they (teacher educators) fail to develop their (preservice teachers) teaching engagement efficacy, with focus on behavioural, emotional and cognitive engagement.

Keywords

• instructional effectiveness
• preservice teachers
• self-efficacy
• teacher attributes
• teacher education
• teaching practice