SELF-PERCEIVED EFFICACY OF MENTOR TEACHERS

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Advanced Education Pub Date : 2023-12-30 DOI:10.20535/2410-8286.288810
Michal Novocký, Renáta Orosová, V. Starosta
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Abstract

This study aims to analyse selected variables which influence the self-perceived efficacy in mentor teachers. The Mentor Efficacy Scale (Riggs, 2000) was used as the measuring instrument. Some items were removed while others were modified for the purpose of specifically researching mentor teachers. Subsequently, exploratory factor analysis was performed (principal component analysis, promax rotation). Based on the result, the final version of the instrument explored two dimensions (general and personal efficacy). Cronbach’s alpha confirmed the optimal internal consistency of both the dimensions and the instrument itself. 128 mentor teachers cooperating with the Faculty of Arts at Pavol Jozef Šafárik University in Košice participated in the research. The majority of the research group comprised respondents with 26 – 30 and 31 and more years of teaching practice, 6 – 10 and 11 – 15 years of mentoring practice. A statistically significant difference was identified in the general efficacy of mentor teachers in terms of the completion training focused on the development of mentoring skills. Another statistically significant difference was identified in the personal efficacy of mentor teachers in terms of the specific type of practice they are mentoring. Other independent variables such as gender, school type, length of the teaching practice, length of the mentoring practice and teaching qualifications for the position of an official mentor for entry-level colleagues, did not make a statistically significant difference in the perceived general and personal efficacy in mentor teachers. Our findings indicate that further education focused on mentoring boosts mentor teachers’ trust in the benefits of mentoring. Their engagement in the student training boosts their conviction that the students of teaching should receive career development support.
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指导教师的自我效能感
本研究旨在分析影响指导教师自我效能感的选定变量。研究使用了导师效能感量表(Riggs,2000 年)作为测量工具。为了专门研究指导教师,删除了一些项目,并对其他项目进行了修改。随后,进行了探索性因子分析(主成分分析,promax 旋转)。根据分析结果,最终版本的工具探讨了两个维度(一般效能和个人效能)。Cronbach's alpha 证实了两个维度和工具本身的最佳内部一致性。与科希策帕沃尔-约瑟夫-沙法里克大学艺术系合作的 128 名辅导教师参与了研究。研究小组的大多数受访者拥有 26-30 年和 31 年及以上的教学实践,以及 6-10 年和 11-15 年的指导实践。在完成以培养指导技能为重点的培训方面,发现指导教师的总体效率在统计学上存在显著差异。在指导教师的个人效能方面,发现了另一个具有统计意义的差异,即他们指导的具体实践类型。其他自变量,如性别、学校类型、教学实践时间长短、指导实践时间长短以及入职同事担任正式指导教师的教学资格,在统计意义上对指导教师感知到的一般效能和个人效能没有显著差异。我们的研究结果表明,以指导为重点的进修提高了指导教师对指导益处的信任。他们对学生培训的参与增强了他们对师范生应获得职业发展支持的信念。
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来源期刊
Advanced Education
Advanced Education EDUCATION & EDUCATIONAL RESEARCH-
自引率
27.30%
发文量
0
审稿时长
8 weeks
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