Investigating English Teachers’ Self-Efficacy in Developing Classroom Management Style
Sandy Listiani, Sudirman Willian, Lalu Muhaimi
Available Online April 2019.
- https://doi.org/10.2991/aes-18.2019.34How to use a DOI?
- English teacher; self-efficacy; classroom management style
- Teachers self-efficacy is seen as the teachers’ beliefs of being able to achieve certain outcomes for students in his/her teaching practices. This study aims: (1) to discover sources of the teachers’ self-efficacy, (2) to discover the type of classroom management style mostly practiced by the teachers, and (3) to describe how their self-efficacy integrated in their classroom management styles. It used descriptive qualitative as its research design. Interview, questionnaire and observation were carried out in order to collect the data. There were six teachers who had been participated in this study. The result of this study indicated that (1) there were mastery experiences, vicarious experiences, verbal persuasion, emotion and psychological states and incentive motivation found as the internal and external sources of the teachers’ self-efficacy; (2) there were five teachers were categorized authoritative classroom management style and one was 2 were authoritarian, (3) gold experiences, teachers’ skill, students’ condition & condition became the factors of the development of teachers’ self-efficacy in their classroom management.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Sandy Listiani AU - Sudirman Willian AU - Lalu Muhaimi PY - 2019/04 DA - 2019/04 TI - Investigating English Teachers’ Self-Efficacy in Developing Classroom Management Style BT - 3rd Asian Education Symposium (AES 2018) PB - Atlantis Press SP - 144 EP - 148 SN - 2352-5398 UR - https://doi.org/10.2991/aes-18.2019.34 DO - https://doi.org/10.2991/aes-18.2019.34 ID - Listiani2019/04 ER -