Chapter 3

Research Methodology

3.1       Introduction

Teacher is the most important school-related factor affecting students’ achievement. In now day’s school environment, the society expected teacher to be the key to open into their children success. The purpose of the research is to study the teachers’ self-efficacy and classroom management beliefs relate with difficulties for teachers in their school activities in order to assure that the classroom is managed well and effectively. The study is attempt to answer the following research question:

1.                  Is there any significant difference between male and female teacher with regard to their self-efficacy and classroom management beliefs?

2.                  Is there any significant difference among teachers who graduated from different types of secondary schools with regard to their self-efficacy and classroom management beliefs?

3.2       Research Design

In this study, the researcher uses a quantitative approach in the research design. A survey research is conducted in this study. The survey design is used to collect data form a sample consisting 100 teachers. The participants in this study were a certified teacher from both genders male and female that has been selected randomly. The population of this study is consisted of 4 schools which are located at Petaling Utama district.

In addition, the instrument used in this study is Teachers’ Sense of Efficacy Scale which adapted

from Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). The scale consisted of 27 closed-ended

questions.. A survey questionnaire is developed by the researcher that consisted 2-part which are the

demographic data and 27 closed-ended questions that derived from Teachers’ Sense of Efficacy

Scale.

 For this study, the validity is assured because the instruments used are adapted from the verified

instruments which are Teachers’ Sense of Efficacy Scale. In order to maintain the reliability, the

Teachers’ Sense of Efficacy Scale is used for the purpose of this study and the data were collected

from each participant. Therefore, the reliability of this study is said to be established.

 Along the process of collecting data, the information is collected through a set of closed-ended

questionnaires which are distributed to 4 schools in Petaling Jaya. The participants in this study are

chosen randomly and all of them are given time frame to answer the survey form. After the survey

form is collected, the researcher uses Statistical Package for Social Sciences (SPSS) to analyze data.

In order to test the hypothesis of this study, the mean scores for the subscales on the 27 closed-ended

questions on the Teachers’ Sense of Efficacy Scale is calculated. The researcher then conducted an

independent t-test to gain the statistically significant  difference in these scores (p<0.5).

 

Questionnaires

SECTION  A – DEMOGRAPHIC DATA

Please write your choice and ( √ ) in the corresponding space provided.

1.                  Age: (Please √ )

21 – 30
31 – 40
41 – 50
Above 50

2.                  Gender:           Female                                                 Male   

 

3.                  Higher Educational Level

Diploma
Bachelor Degree
Masters
PHD

 

4.                  Year of Teaching

1 – 5 years
6 – 15 years
16 – 20 years
More than 20 years

5.                  Position at School

Administrator
Head of Panel
Excellent Teacher
Subject Teacher

 

 

Section B – Teachers’ Sense of Efficacy Scale

 

This questionnaire is designed to help us gain a better understanding of the kinds of things  that create

difficulties for teachers in their school activities. Please indicate your opinion about each of the

statements below. Your answers are confidential.

 

HOW MUCH CAN YOU DO?

1          2          3         4         5         6         7         8                 9

Nothing             Very               some                quite              a great deal

   Little            influence           a bit

 

1. How much can you do to get through to the most difficult students?              2. How much can you do to help your students think critically?                        3. How much can you do to control disruptive behavior in the classroom?        4. How much can you do to motivate students who show low interest in school work?                                                                                                                    5. To what extent can you make your expectations clear about student behavior?                                                                                            6. How much can you do to get students to believe they can do well in school work?    7. How well can you respond to difficult questions from your students ?   8. How well can you establish routines to keep activities running smoothly?   9. How much can you do to help your students value learning?   10. How much can you gauge student comprehension of what you have taught?   11. To what extent can you craft good questions for your students?   12. How much can you do to foster student creativity?   13. How much can you do to get children to follow classroom rules?   14. How much can you do to improve the understanding of a student who is failing?   15. How much can you do to calm a student who is disruptive or noisy?   16. How well can you establish a classroom management system with each group of students?   17. How much can you do to adjust your lessons to the proper level for individual students?   18. How much can you use a variety of assessment strategies?   19. How well can you keep a few problem students form ruining an entire lesson?   20. To what extent can you provide an alternative explanation or example when students are confused?   21. How well can you respond to defiant students?   22. How much can you assist families in helping their children do well in school?   23. How well can you implement alternative strategies in your classroom?   24. How well can you provide appropriate challenges for very capable students?   25.  How much can you influence the decisions that are made in the school?   26.  How much can you express your views freely on important school matters?   27.  How much can you do to get the instructional materials and equipment you need?

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References

Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and

elusive construct. Teaching and Teacher Education, 17, 783-805.

http://works.bepress.com/nicole_mills/27