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Predicting Teachers' Achievement Goals for Teaching: The Role of Perceived School Goal Structure and Teachers' Sense of Efficacy
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Cho, YoonJung; Shim, Sungok Serena – Teaching and Teacher Education: An International Journal of Research and Studies, 2013
The present study investigated contextual and personal factors associated with teachers' achievement goals for teaching. A total of 211 teachers completed an online survey. Hierarchical multiple regression analyses revealed that perceived school mastery goal structure and performance goal structure predicted teachers' mastery goals and…
Descriptors: Self Efficacy, Online Surveys, Prediction, Goal Orientation
Pre-Service Teachers' Motivation, Sense of Teaching Efficacy, and Expectation of Reality Shock
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Kim, Hyunjin; Cho, YoonJung – Asia-Pacific Journal of Teacher Education, 2014
The present study investigated how pre-service teachers' motivation and their sense of teaching efficacy influence their expectation about reality shock during the first year of professional teaching. A total of 533 pre-service teachers at a state university in the US Midwest participated in this study. The results showed that the pre-service…
Descriptors: Preservice Teachers, Motivation, Gender Differences, Beginning Teachers
Exploring Teaching Concerns and Characteristics of Graduate Teaching Assistants
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Cho, YoonJung; Kim, Myoungsook; Svinicki, Marilla D.; Decker, Mark Lowry – Teaching in Higher Education, 2011
The purpose of the study was to explore a conceptual structure of graduate teaching assistant (GTA) teaching concerns. Results indicated that GTAs experience five distinct, inter-related types of concerns: class control, external evaluation, task, impact and role/time/communication. These "teaching concerns" were further analysed by…
Descriptors: Teacher Effectiveness, Self Efficacy, Teaching Experience, Teaching Assistants
Exploring the Relationship between Faculty Concerns and Faculty Characteristics
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Kim, Myoungsook; Cho, YoonJung; Svinicki, Marilla D. – Journal of Faculty Development, 2011
The purpose of this study is to explore how college faculty characteristics are related to their teaching concerns based on Fuller's model of teacher concern (self, task, and impact concern). Fuller's model was supported by self and task concerns, though impact concern did not follow the model. Impact concern was the highest among the three…
Descriptors: Teacher Effectiveness, Teaching Experience, Teacher Attitudes, Pedagogical Content Knowledge