Ilustration man drawing on dry-erase board photo by Kaleidico, Unsplash.com

One of the major challenges facing teachers is, to adapt and include student-ability strategies, methodologies and techniques, that foster the competency to be learnt, and encourage independent online learning during pandemic Covid-19. The sucess of these teaching activities and practices, depends to a great extent on teachers paedagogical competence, in their profesional capacity. How the teachers can delivered their tasks, and academic goal to their students to stay face up the reality but still maintain  to elevate the quality in online learning centered based (daring).

The concept of self-efficacy derives from Bandura’s social-cognitive theory of behavioral change (Bandura, 1977). It refers to teacher’s belief in his or her ability, to successfully cope with tasks, obligations, and challenges related to his or her professional role (Capara et.al, 2006). Teachers with higher levels of opennes to experience and conscientiousness reported a stronger sense of efficacy (Sousa et.al, 2012). A study by Kim and Seo (2018) showed that, the mean relationship between teacher efficacy and student’s academic achievement was significant, but the effect size was small. The results also indicated that the relationship was influenced, by some teacher efficacy measures and subfators, and by length of teaching experience. But, the relationship between teacher efficacy, and student academic achievement, was non-significant, while in the case of teachers has fewer than 11 years of teaching experience.

We also demand a lot form our teachers. We expect them to have a deep and broad understanding of what they teach and for whom they teach, by practicing their professional knowledge to create the kind of learning environment, that leads to good teaching and learning outcomes. We also expect much more from them, to be passionate, compassionate and thoughtful; to encourage students engagement and responsibility; to respond to students from different backgrounds with different needs, and to provide the quality assessments of students and feedback; to ensure how they can elaborate and collaborate between their competency and reality, to have changes in the new era of educational digitalisation in the 21st century.

Research suggest that collaboration with colleagues, around student instruction is an essential part for every teacher’s job, and results in rising student achievement.  The findings Carrie R.Leana, a professor of organizations and management at the University of Pittersburgh, writes about in the fall issue of the Stanford Social Inovation Review. Students showed higher gains in math achievement, when tehir teachers reported frequent conversations with their peers, that centered on math, and when there was a feeling of trust or closeness among teachers. In other words, teacher social capital was a significant predictor of student achievements, gains above and beyond teacher skill, experience, capacity, and ability in the classroom.

Kontributor: Tessa Revananda Putri