Mediating Role of Perceived Organizational Support in Relationship Between Teacher Self-Efficacy and Teacher Effectiveness Peran Mediasi Dukungan Organisasi yang Dirasakan dalam Hubungan Antara Efikasi Diri Guru dan Efektivitas Guru
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Published:
Oct 30, 2019
Keywords:
Perceived Organizational, Support, Teacher, Self-Efficacy and Effectiveness
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Abstract
The main aim of the study is to examines the relationship between teacher effectiveness and perceived organizational support in mediating by self-efficacy. Teacher effectiveness is the ability to produce gains on student achievement scores, taking account of a baseline measure of students’ performance. Perceived Organizational Support (POS) refers to employees' perception concerning the extent to which the organization values their contribution and is concerned about their wellbeing. Teacher self-efficacy is meant by teachers’ belief in their own ability to organize and execute courses of action essential to successfully achieving the specific teaching tasks in specific situations. The study is conceptual in nature and the research considers the drivers which motivate the teachers. The population of the study comprised secondary school teachers in Bauchi metropolitan. The proposed method of the study is quantitative which will be use questionnaire. The sample will be composed of males and females’ teachers. The study will adopt the descriptive survey design and all the information will collected through a questionnaire which largely had close-ended questions and one open-ended question.
Article Details
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Abubakar, A. M., Ariffin, T. F. bt T., Jaafar, F. M., & Lailia, D. R. (2019). Mediating Role of Perceived Organizational Support in Relationship Between Teacher Self-Efficacy and Teacher Effectiveness. Madrosatuna: Journal of Islamic Elementary School, 3(2), 59-66. https://doi.org/10.21070/madrosatuna.v3i2.2755
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Copyright (c) 2019 Al Munnir Abubakar, Tengku Faekah bt Tengku Ariffin, Fauziah Md Jaafar, Dinar Roudhotul Lailia
This work is licensed under a Creative Commons Attribution 4.0 International License.
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References
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Sahito, Z., & Vaisanen, P. (2017). Dimensions of Quality in Teacher Education: Perception and Practices of Teacher Educators in the Universities of Sindh, Pakistan. International Journal of Higher Education, 6(6), 44. https://doi.org/10.5430/ijhe.v6n6p44
Savas, A. C. (2014). A Study on the Relationship between Teacher Self Efficacy and Burnout. European Journal of Educational Research, 3(4), 159–166. https://doi.org/10.12973/eu-jer.3.4.159
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of Teacher Self-Efficacy and Relations With Strain Factors, Perceived Collective Teacher Efficacy, and Teacher Burnout. Journal of Educational Psychology, 99(3), 611–625. https://doi.org/10.1037/0022-0663.99.3.611
Skaalvik, E. M., & Skaalvik, S. (2014). Teacher Self-Efficacy and Perceived Autonomy: Relations with Teacher Engagement, Job Satisfaction, and Emotional Exhaustion. Psychological Reports, 114(1), 68–77. https://doi.org/10.2466/14.02.PR0.114k14w0
Vaezi, S., & Fallah, N. (2011). The Relationship between Self-efficacy and Stress among Iranian EFL Teachers. Journal of Language Teaching and Research, 2(5), 1168–1174. https://doi.org/10.4304/jltr.2.5.1168-1174
Awwalu Muhammad Inuwa, B., & Bint Mohammad Yusof, N. (2012). Teachers Challenges in Nigerian Public Secondary Schools Climate: Implications on Students Dropouts. Science Journal of Sociology & Anthropology Science Journal of Sociology and Anthropology, ISSN, 2276–6359. https://doi.org/10.7237/sjpsych/125
Black, G. L. (2015). Developing Teacher Candidates’ Self-Efficacy Through Reflection and Supervising Teacher Support. In Education, 21(1), 78–98. https://doi.org/10.1177/0022487114549470
Buhl-wiggers, J., Kerwin, J. T., Smith, J. A., & Thornton, R. (2017). The Impact of Teacher Effectiveness on Student Learning in Africa Julie Buhl-Wiggers, Jason T. Kerwin, Jeffrey A. Smith and Rebecca Thornton 1 April 2017, (April), 1–47.
Dinç, E. (2015). Perceived Organizational Support as a Mediator of the Relationship between Effort-Reward Fairness, Affective Commitment, and Intention to Leave. International Business Research, 8(4), 259–269. https://doi.org/10.5539/ibr.v8n4p259
Emenike Iroegbu, E., & Etudor-Eyo, E. (2016). Principals’ Instructional Supervision and Teachers’ Effectiveness. British Journal of Education, 4(7), 99–109.
Emin Türkoğlu, M., Cansoy, R., & Parlar, H. (2017). Examining Relationship between Teachers’ Self-efficacy and Job Satisfaction. Universal Journal of Educational Research, 5(5), 765–772. https://doi.org/10.13189/ujer.2017.050509
Faulkner, G. L. (2017). Dimensions of Teacher Effectiveness Author ( s ): Ronald C . Wimberly , Gary L . Faulkner and Robert L . Moxley Published by : American Sociological Association Stable URL : http://www.jstor.org/stable/1317161 REFERENCES Linked references are available on, 6(1), 7–20.
Francis, A. C., Advisor, F., & Schaffer, B. (2014). Workplace Bullying and Job Satisfaction: The Moderating Effect of Perceived Organizational Support. Retrieved from https://mgmtacct.unca.edu/sites/default/files/Model Conceptual Example.pdf
Garrett, R., & Steinberg, M. P. (2014). Examining Teacher Effectiveness Using Classroom Observation Scores : Evidence From the Randomization of Teachers to Students, XX(X), 1–19. https://doi.org/10.3102/0162373714537551
Giles, R. M., & Kent, A. M. (2016). An Investigation of Preservice Teachers’ Self-Efficacy for Teaching with Technology. Asian Education Studies, 1(1), 32–40. https://doi.org/10.20849/aes.v1i1.19
Jebeli, M. J., & Etebarian, A. (2015). Perceived organizational support and organizational citizenship behavior. MAGNT Research Report, 3(4), 153–158. https://doi.org/doi:10.1108/00483480910943359
Kola, A. J., Sunday, O. S., & Ayinde, G. I. (2015). Teachers’ Effectiveness and its Influence on Students’ Learning. Advances in Social Sciences Research Journal, 2(4). https://doi.org/10.14738/assrj.24.1082
Kumar, N. K. (2014). Role of Perceived Organizational Support and Organizational Justice on Employee Turnover Intentions: a Literature Review. Ijmsrr, 1(5), 106–112.
Muijs, D., Kyriakides, L., van der Werf, G., Creemers, B., Timperley, H., & Earl, L. (2014). State of the art - Teacher effectiveness and professional learning. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 25(2), 231–256.
Oussama, S., & Johari, H. (2016). The Mediating Effect of Organizational Citizenship Behavior on the Relationship between Perceived Organizational Support and Turnover Intention : A Proposed Framework. International Review of Management and Marketing, 6, 345–354.
Popoola, B.I., Ajibade, Y.A., Etim, J.S., Oloyede, E.O. and Adeleke, M. A. (2010). Teaching Effectiveness and Attitude to Reading of Secondary School Teachers in Osun State, Nigeria. In The African Symposium, 10(2), (Vol. 10, No. 2, p. 142–154).
Profession, H. O. F. A. (2014). Teaching Profession in Nigeria ; Issues , Problems and, 4(11), 1–3.
Rodríguez, S., Regueiro, B., Blas, R., Valle, A., Piñeiro, I., & Cerezo, R. (2015). Teacher self-efficacy and its relationship with students’ affective and motivational variables in higher education. European Journal of Education and Psychology, 7(2), 107. https://doi.org/10.30552/ejep.v7i2.106
Sahito, Z., & Vaisanen, P. (2017). Dimensions of Quality in Teacher Education: Perception and Practices of Teacher Educators in the Universities of Sindh, Pakistan. International Journal of Higher Education, 6(6), 44. https://doi.org/10.5430/ijhe.v6n6p44
Savas, A. C. (2014). A Study on the Relationship between Teacher Self Efficacy and Burnout. European Journal of Educational Research, 3(4), 159–166. https://doi.org/10.12973/eu-jer.3.4.159
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of Teacher Self-Efficacy and Relations With Strain Factors, Perceived Collective Teacher Efficacy, and Teacher Burnout. Journal of Educational Psychology, 99(3), 611–625. https://doi.org/10.1037/0022-0663.99.3.611
Skaalvik, E. M., & Skaalvik, S. (2014). Teacher Self-Efficacy and Perceived Autonomy: Relations with Teacher Engagement, Job Satisfaction, and Emotional Exhaustion. Psychological Reports, 114(1), 68–77. https://doi.org/10.2466/14.02.PR0.114k14w0
Vaezi, S., & Fallah, N. (2011). The Relationship between Self-efficacy and Stress among Iranian EFL Teachers. Journal of Language Teaching and Research, 2(5), 1168–1174. https://doi.org/10.4304/jltr.2.5.1168-1174