How self-efficacy shapes professional identity among novice Arab teachers?

被引:0
|
作者
Dallasheh, Waleed [1 ]
Zubeidat, Ihab [2 ]
Abu-Assad, Islam [3 ]
Awad, Naef [4 ]
Masri, Sehrab [5 ]
机构
[1] Sakhnin Coll Teacher Educ, Special Educ Dept, Sakhnin, Israel
[2] Sakhnin Coll Teacher Educ, Adm Management Dept, Sakhnin, Israel
[3] Sakhnin Coll Teacher Educ, Educ Dept, Sakhnin, Israel
[4] Sakhnin Coll Teacher Educ, Sci Educ Dept, Sakhnin, Israel
[5] Sakhnin Coll Teacher Educ, Educ Counselling Dept, Sakhnin, Israel
关键词
Professional identity; self-efficacy; novice teachers; Arab society; education system; STRESS;
D O I
10.1080/14675986.2024.2421058
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Professional identity is a multifaceted and evolving concept that has been interpreted in various ways over time. In the context of education, teachers' self-efficacy is seen as a key factor that can influence the development of their professional identity. The current study aimed to explore two main objectives among novice Arab teachers in Israel: (a) to examine the relationships between components of self-efficacy and factors of professional identity; and (b) to analyse the predictive power of self-efficacy components in relation to the factors that form professional identity. The study involved 279 novice teachers who participated in the research by completing three self-report questionnaires: a demographic questionnaire, a self-efficacy scale, and a professional identity questionnaire. The results revealed significant positive correlations between the components of self-efficacy and factors of professional identity. Specifically, higher levels of self-efficacy in teaching tasks, relationships, and organisation were associated with stronger professional identity. Furthermore, regression analysis showed that self-efficacy components significantly predicted professional identity factors, with general self-efficacy emerging as a strong predictor across all models. In conclusion, the study highlights the central role of self-efficacy in shaping novice teachers' professional identity, particularly within the unique cultural context of Arab society in Israel.
引用
收藏
页码:715 / 733
页数:19
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