Estilos de enseñanza y autoeficacia docente en educación primaria

  1. Valdivieso Burón, Juan Antonio
  2. Reoyo Serrano, Natalia
  3. Martín Antón, Luis Jorge
  4. Carbonero Martín, Miguel Ángel
  5. Freitas Resende, Alvaci
Aldizkaria:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Argitalpen urtea: 2014

Zenbakien izenburua: EL PODER DE LAS EMOCIONES: PSICOLOGÍA POSITIVA

Alea: 5

Zenbakia: 1

Orrialdeak: 387-396

Mota: Artikulua

DOI: 10.17060/IJODAEP.2014.N1.V5.698 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Laburpena

This research aims to analyze the relationship between self-perceived competence dimensions of Primary School teachers in Spain and their level of self-efficacy. A sample of N = 40 teachers in Castilla y León area of this educational level, answered two Likert self-rating scales: the ECAD-EP (Valdivieso, Carbonero & Martín-Antón, 2013) for the measurement of teaching style with three dimensions (a. Social and Emotional , b. Communicative and Relationship and c. Instructional) and the test Teacher Sense of Efficacy Scale –TSES-(Tschannen -Moran & Woolfolk , 2001) for the self-efficacy assessment. The process of data analysis focused on descriptive statistical calculations, bivariate correlation and linear regression. The results showed that the socialemotional factor has a significant linear correlation (r=.623) with self-efficacy dimension and it explains a 48.90% variance. Thus we can say that in the teacher training process it is necessary to include emotional skills in order to improve their effectiveness in the teaching.

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