Impact of Teacher Training on Academic Self-Concept and Educational Outcomes

Autor/inn/en	Lobos, Karla; Bustos, Claudio; Díaz, Alejandro
Titel	Impact of Teacher Training on Academic Self-Concept and Educational Outcomes
Quelle	In: Electronic Journal of Research in Educational Psychology, 17 (2019) 49, S.519-540 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Foreign Countries; Outcomes of Education; Program Effectiveness; Attendance; Grades (Scholastic); Elementary School Teachers; Public Schools; Elementary School Students; Children; Student Participation; Self Efficacy; Disadvantaged; Inservice Teacher Education; Chile + Suchen Sie Ihr Suchwort? Ausland; Lernleistung; Schulerfolg; Anwesenheit; Notenspiegel; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Public school; Öffentliche Schule; Child; Kind; Kinder; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Self-efficacy; Selbstwirksamkeit; Lehrerfortbildung
Abstract	Introduction: Current research based on observational design studies characterized the teaching practices that stimulate the development of academic self-concept, but there is a need for experimental and quasi-experimental studies to validate those findings. The present research evaluate the impact of a teacher training program based on academic self-concept stimulation strategies on academic self-concept, attendance and grades of their students. Method: 36 teachers of primary level and 819 students from public schools of the Province of Concepción, Chile, participated. A quasi-experimental design with pre and post measures was applied. Information was collected through self-report and information available on official records. Results: After the intervention, teachers in the experimental group have greater capacity to stimulate the self-concept of their students, D(1, 41700.91)=17.09, p < 0.001, encouring self-concept related to capacity, work procedures and class participation. Also, the students on experimental group have a greater perception about their capacity to participate in classes after the intervention, dependent on the pre-test perceived capacity, D(1, 983-22)=6.10, p=0.014, and higher attendance rates, D(1, 691.34)=82.50, p<0.001, than control group. Discussions and conclusions: The teacher training program is effective to improve the teaching strategies of stimulating the academic self-concept, the perception of competence to participate in classes of the students and to increase the levels of attendance. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://ojs.ual.es/ojs/index.php/EJREP/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01