3.
1 Philosophy - Demonstrating a Sense of Efficacy
● Defines and explains efficacy in the school environment
● Describes techniques teachers use to support students’ success (to help struggling
students meet learning goals)
Article:
Teacher Efficacy:
What is It and Does It Matter
● Debate the following with a partner:
A “When it comes right down to it, a teacher really can’t do much because most of a
student’s motivation and performance depends on his or her home environment.”
I disagree with this statement because I believe it is the teachers job to motivate their students
and improve their academic performance. Home environment does play a role in this to an
extent, however a student goes to school to learn from their teacher and if the teacher can’t find
new ways to motivate their students or have them enjoy school, they are not doing their job.
B “If I try really hard, I can get through to even the most difficult or unmotivated students”
(Armor et al., 1976, in Henson, 2001).
This is a very positive attitude that should be encompassed by all teachers. There will be
difficult students but again it is your job to do your best to let them know that you care for
them and you want them to succeed.
● How does a teacher’s sense of efficacy affect his or her teaching?
“By having a stronger sense of efficacy, teachers are more open to new ideas or methods, they
are more organized and well planned, they are more persistent when challenges occur, less
critical of students when they make mistakes, and they are less inclined to refer difficult students
to special education.” These are many important qualities to obtain as a teacher and I now
understand why strong efficacy is needed in the classroom.
● How does a teacher’s sense of efficacy affect student achievement?
If a teacher has a stronger sense of efficacy and they are more willing and persistent to try new
things, the student will learn better. Taking new approaches and trying new strategies to help
students understand content better, will result in more achievement. It is important to be flexible
and willing to try everything in order for your students to succeed.
● Behaviors that teachers with a strong sense of efficacy include;
- Believing that there is more than one way teach or connect with a student
- High goals and standards
- Confidence in themselves
- More resilient when faced with adversity or challenges
● Compare and contrast “Personal Efficacy” and “General Efficacy”.
Personal efficacy is your own individual belief in how well you can effectively teach students.
This relates to your confidence in your own abilities. General efficacy reflects upon the overall
ability or power to teach difficult students. It is important to have both efficacies as a teacher.
You should have faith in yourself as a teacher to make an impact on students, and you must
have faith in the system or process that teaching difficult children requires.
● After reading the article, what do you think are the 1 or 2 most important impacts on a
teacher’s sense of efficacy?
I think an important impact is the experience you get before you become a teacher as well as
referring to mentor teachers when you first become a teacher. These are very similar and can
have a great impact. You learn so much from your student teaching experiences that will affect
your efficacy as a future teacher. It is also important to ask questions from the more
experienced teachers when you are confused or need guidance.
● Describe a school environment in which ‘Collective Efficacy” will thrive?
When an entire staff has the attitude that they can make a difference and accepts challenges
and new ideas, their school is more likely to thrive in ‘collective efficacy’. In other words, if each
teacher or faculty member has a strong teaching efficacy, they will see a more positive school
culture or collective efficacy which will essentially benefit the students.
● What is the principal’s role in promoting teacher efficacy?
Principals can create a collective efficacy through creating positive experiences for their
teachers. Principals can model desired behaviors such as “risk taking and cooperation” for their
teachers so they can use that more in their classrooms. Principals who are focused on sharing
and developing a common goal for their school and students are more likely to achieve
collective efficacy.
● Reflect on this article. What are your thoughts on the two statements debated? What
has/will affect your sense of efficacy? How can you or Can you build a sense of efficacy
or does it just come naturally? Add any other thoughts you have.
Although it may be difficult and challenging to reach all students, especially the unmotivated
ones, we must be willing to try new techniques to meet students where they are at in order for
them to succeed. Teachers must not give up when they see a challenge with a student. It is
their job to somehow motivate or connect with the student, so you must be able to think
creatively and not be discouraged. This all comes with having strong efficacy. Your experiences
as a student-teacher can impact your sense of efficacy. You learn a lot at this time about how to
handle certain situations and if you admire how your mentor teacher achieved something, you
can use those techniques when you become a teacher to help strengthen your sense of
efficacy. This sense of efficacy builds over time as you gain more experience in the classroom
and I believe that all teachers are always learning new ways to improve this. Teachers can also
learn a lot from one another by having a strong collective efficacy as a staff.
