The Determining Factors and Impact of Self-Efficacy Feelings on Teachers

Authors

  • Carmen Gloria Covarrubias-Apablaza Author Universidad de Talca
  • Michelle Celinda Mendoza-Lira Author Universidad Autónoma de Chile

Keywords:

School Management, Chilean Educational System, Teacher’s Training, Teaching Quality, Chile

Abstract

Nowadays, educational centers must guide their teaching practices towards promoting intellectual development and the intrinsic motivation of students, as long as they acquire the skills to learn throughout their entire life. Self-efficacy feelings are a strong force that affects the behavioral, attitudinal and relational fields of both
teachers and students.

This article aims to show the results of self-efficacy feelings on a sample consisting of 544 Chilean teachers based on teaching level (nursery, elementary and high school) and management of the educational center (public, subsided private and paid private).


The article’s findings reveal significant differences in the self-efficacy feelings of teachers based on the type of management of the educational center, but not in teaching levels.

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Author Biographies

Carmen Gloria Covarrubias-Apablaza, Universidad de Talca

Académica Programa Formación Fundamental, Vicerrectoría de Pregrado.

Michelle Celinda Mendoza-Lira, Universidad Autónoma de Chile

Académica e Investigadora, Facultad de Educación.

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Published

2016-11-30

How to Cite

Covarrubias-Apablaza, C. G., & Mendoza-Lira, M. C. (2016). The Determining Factors and Impact of Self-Efficacy Feelings on Teachers. Educación Y Educadores, 19(3), 339–354. Retrieved from https://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/5900

Issue

Vol. 19 No. 3 (2016)

Section

Educación escolar

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