INTRODUCTION
Education is a process of enlightenment for the attainment of an improved and advanced quality of life. Education is the most powerful agency instrumental in bringing about the desired changes in the social and cultural life of a nation. An efficient system of education leads to the strengthening of learners’ competencies and the enrichment of their talents, interests and values.
The process of education is mediated by what the teachers does and teachers have the potential for enhancing the quality of education by bringing life to curriculum and inspiring students, making them curious and attempting self directed learning. For better or worse, teachers determine the quality of education. In this view, one can easily determine that
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Self Esteem Theory and Management: A critical review Thirdspace: A journal of feminist theory and culture, 3(1) as cited by journals.sfu.ca/thirdspace/index.php/journal/article/viewarticle/kohler-flynn/164
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Generalized self efficacy as a mediator and moderator between control and complexity at work and personal initiative: A longitudinal field study in East Germany. Human Performance, 10, 171-192 as cited by medind.nic.in/jak/t08/i2/jakt08i2p251.pdf Razavi, H.R (2008) Teacher efficacy in different management types of secondary schools. Journal of All India Association for Educational Research, 20 (1&2), 76-78.
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Tschannen-Moran, M. and Goddard, R. (2001). Collective efficacy and faculty trust in students and parents in urban schools. Paper presented at the annual meeting of the American educational research association,
Logsdon, M. C., Pinto Foltz, M., Scheetz, J., & Myers, J. A. (2010). Self-efficacy and
Nowadays, the students in Hong Kong facing lots of pressure due to academic result, family expectation, low self-confident and so on. Therefore, I would like to analyze the case study 1 to identify the possible problems of main character, Ken who often feels stressed and alone due to different reasons.
This research is conducted with the aim to examine and evaluate the connections among teachers’ years of experience, educator characteristics (gender and teaching level), three areas of self- efficacy (instructional strategies, classroom association, and student engagement), two kinds of job stress (workload and classroom stress), and job satisfaction. The members were 1,430 employing teachers including 69% women and 31% men from western Canada. 20% were teachers working in elementary schools (K-G6), 6% junior elevated schools (Grade 7-9), high school 9% (Grades 10-12), elementary-junior elevated school (13%, Grade K-9) and junior-high-senior elevated schools (12% Grade 7-12). The members were in a blend of city (38%), suburban (11%), rural (28%), and supplementary or not described setting (23%). Teachers cultural heritage are Anglo-European, Asian Canadian, Original Canadians, Africans and South Americans.
Bloom and Engelhart (1956) revealed that there were three factors influencing on students’ learning achievement including, cognitive domain namely students’ own background knowledge and skills, affective domain such as attitude on the subject, school and learning processes, interest, motivation, self-efficacy, self-esteem and teaching quality factors namely, instruction acknowledgement, participation in class activities, teacher’s sanction system and giving feedbacks (Bloom & Engelhart, 1956).
There is a large body of research available investigating the relationship between self-esteem and external behavior. Most people feel that self-esteem is important. It is difficult, if not impossible, for people to remain indifferent to information that bears on their own self-esteem, such as being told that they are incompetent, attractive, untrustworthy, or lovable. In-creases and decreases in self-esteem generally bring strong emotional reactions (Baumeister, Campbell, Krueger & Vohs., 2003). Multiple studies state self-esteem has a significant effect on the lives of individuals throughout the world, but, recent publication examining the prevalence self esteem and showing how self-esteem plays a role in an individual’s external behavior
Self-esteem leads to creativity in the workplace and this is needed in most professions. When people understands that they deserve to be happy, it makes them to treat others with respect, kindness and goodwill. The long and short of this is that it leads to robust interpersonal relationships against destructive
Maxon, R. (1999). Stress in the Workplace: A Costly Epidemic. Retrieved from Fairleigh Dickinson University .
Self-efficacy is the belief that someone has the inherent ability to achieve a goal. A student who has a high self-efficacy allows himself to believe that he can be successfully academically.(Bozo & Flint, 2008) He believes that a challenging problem is a task that can be mastered This student is more committed to work in the classroom. (Schunk,1991). On the other hand, a student who has a low level of self-efficacy is likely to be academically motivated. He is more likely to avoid a task that is difficult, give up, make excuses, or lose confidence in his abilities (Margolis & McCabe, 2006). This failure becomes a self-fulfilling prophecy. Teachers need to find ways to motivate these students by increasing their self-efficacy.
Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84, pp191-215.
Jennifer. H. W. (2010) Fostering Relationships to Increase Teacher Retention in Urban Schools. Journal of Curriculum and Instruction, 4(1), 70-85.
The theory of self- efficacy is the belief that a person has for themselves of how capable they are in confronting a given situation. Alberto Bandura, the creator of the theory, states that it has a variety of influences that can either help
The concept of self-efficacy is grounded in Bandura’s (1977) social learning theory. Bandura (1994) defines perceived self-efficacy as “people’s beliefs about their capabilities to produce efforts” (p. 71). In essence, one having strong self-efficacy experience increase in motivation, accomplishment, and personal well-being ( Bandura, 1994). Those with a low sense of self-efficacy, on the other hand, often suffer stress and depression; unbelieving of their capabilities and often succumbed to failure (Bandura, 1994).
What is Self Esteem? Self Esteem is a confidence in one’s own worth or abilities. Self-esteem is the way you value and view yourself individually. In “The Troubles with Self-Esteem “(2002) Lauren also explains how low self can trigger women to have a negative self-image. “It has not been much disputed, until recently, that high self-esteem-defined quite simply as liking yourself a lot, holding a positive opinion of your actions and capacities-is essential to well-being, and that its opposite is responsible for crime and substance abuse and prostitution and murder and rape and even terrorism” (Slater). In my opinion, I understand how this could be true in some cases, but I believe this could all depend on how women value themselves. I agree that having low self -esteem can make you do certain things that people with high self-esteem don’t do, but you have to value yourself enough not to. Having low self-esteem could make teens go into deep depression, make bad choices, and not understand the strengths that they do have. This could make woman think that life has nothing to offer them so why care about how you live. Which could explain why they may partake into prostitution, substance abuse, and many more harmful things. Low self-esteem involves lots of thoughts about yourself, like the opinion of
Going by the basis of Ducharme’s proposed speculations, it seems as if the term “great teacher” is used too liberally in our society today, and is awarded to too many educators without proper justification, when Ducharme claims that a more appropriate term to describe them would be “competent.” Nonetheless, he proceeds to define such characteristics that can truly be used to classify a teacher as great. For example, he explains that great teachers are those who spark some sort of curiosity and desire to learn in their students, by making them realize that “today’s answers provoke tomorrow’s uneasiness,” embedding in them a “lifelong pursuit of knowledge,” (Ducharme 4, 5). He also explains that great teachers must acknowledge the uniqueness amongst students and be willing to adapt their instruction in a way that fosters such individuality in the classroom without repressing or admonishing it, because each classroom has “students who understand the world through a different medium different from what the rest of the group may be using,” (Ducharme 5). Furthermore, the author goes on to explain that great teachers not only teach the material, but they do so in a manner that is interesting and engaging for the students, a quality which he refers to as the “aesthetic.” If the children cannot
Teaching is a rewarding occupation. An occupation where changing the lives of students and adults around you, Teaching your knowledge to others in a way that is knowledge changes over as persuasive and faultless, it’s an amazing thing tool all in itself. This is achievable when educators are dedicated, conversant, and ardent. Simultaneously teachers have to be teachers because he or she wants to become one and not because it’s a job or they were forced to do. Teaching is a very challenging job. There are no guide lines on how to be successful. Nor is there a well-define list of the utmost desirable and efficient characteristics. However; there are undeniable commonalities and basic attribute that frequently take part in classroom. So educators have several attributes he or she must possess. Although some of the characteristics of a respectable teacher are delicate, the classroom consists of many challenges.