"ERIC ED362928: The Development Of A Communication-Based Model Of Teacher Efficacy." - Information and Links:

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"ERIC ED362928: The Development Of A Communication-Based Model Of Teacher Efficacy." and the language of the book is English.


“ERIC ED362928: The Development Of A Communication-Based Model Of Teacher Efficacy.” Metadata:

  • Title: ➤  ERIC ED362928: The Development Of A Communication-Based Model Of Teacher Efficacy.
  • Author:
  • Language: English

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  • Internet Archive ID: ERIC_ED362928

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"ERIC ED362928: The Development Of A Communication-Based Model Of Teacher Efficacy." Description:

The Internet Archive:

The study reported here tested a proposed teacher efficacy model by examining: (1) whether perceived teacher efficacy, teacher communication competence, and teacher immediacy are significant predictors of perceived affective and cognitive student learning; and (2) whether perceived teacher communication competence and teacher immediacy are significant predictors of perceived teacher efficacy. Subjects, 47 instructors and 557 students at a large midwestern university, completed questionnaires. Instructors completed self-report measures of teacher efficacy, and students completed reports of teacher communication competence and immediacy, and responded to a scale which measures cognitive and affective learning. Results indicated that: teachers who were perceived as competent and immediate positively influenced their students' affective learning; teachers who were perceived as competent and immediate had a negative impact on cognitive student learning; and student perceptions of teacher communication competence and teacher immediacy made significant contributions to the prediction of teacher efficacy. Findings represent a paradox: while perceived teacher competence and teacher immediacy were significantly predictive of student learning, perceived teacher efficacy (referring to a perception that teachers can influence student learning) was not. An unanticipated finding was that perceived teacher communication competence and teacher immediacy significantly predicted cognitive student learning, but in a negative direction. (A figure of the model and four tables of data are included. Contains 68 references.) (RS)

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"ERIC ED362928: The Development Of A Communication-Based Model Of Teacher Efficacy." is available for download from The Internet Archive in "texts" format, the size of the file-s is: 26.35 Mbs, and the file-s went public at Wed Oct 22 2014.

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