Self Efficacy And Classroom Management Essay

1896 Words Dec 21st, 2016 8 Pages
The Tschannen-Moran, Wilfolk Hoy and Hoy (2001) self-efficacy scale is considered a valid and reliable indicator of teacher perceptions of self-efficacy in the context of classroom management practice. Multiple preceding studies designed to measure teacher self-efficacy influenced the development of the Tschannen-Moran, Wilfolk Hoy and Hoy self-efficacy scale. These earlier attempts establish the research base for measurement of teacher self-efficacy, and the impact of self-efficacy on classroom management. The literature on teacher self-efficacy and classroom management documents a clear progression of research in the area of measuring teacher self-efficacy. This research begins with the Rand Corporation Study of 1976, and progresses through Gaskey’s (1981) Responsibility for Student Achievement (RSA) instrument, Rose and Medway’s 1981 Teacher Locus of Control (TLC) measure, the Webb Scale developed in 1982, the Ashton Vignettes also developed in 1982, and Gibson and Dembo’s Teacher Efficacy Scale (TES) developed in 1984. The research base and historical development of teacher self-efficacy measurements established by each of these studies serves as the foundation for the Tshannen-Moran, Wilfolk Hoy and Hoy self-efficacy scale.
In 1976, the Rand Corporation commissioned a study examining the effectiveness of several reading programs and reading intervention programs (Ashton et al., 1982). The research was grounded in Rotter’s work in the area of social learning theory. Two…

Related Documents