The Influence of Demographic Factors on Teacher-Written Feedback Self-Efficacy in Malaysian Secondary School Teachers

Autor/inn/en	Mahmood, Syarina; Mohamed, Othman; Mustafa, Sharifah Muzlia Syed; Noor, Zainab Mohd
Titel	The Influence of Demographic Factors on Teacher-Written Feedback Self-Efficacy in Malaysian Secondary School Teachers
Quelle	In: Journal of Language and Linguistic Studies, 17 (2021) 4, S.2111-2122 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mahmood, Syarina) ORCID (Mohamed, Othman) ORCID (Mustafa, Sharifah Muzlia Syed) ORCID (Noor, Zainab Mohd)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Feedback (Response); Written Language; Secondary School Teachers; Age Differences; Gender Differences; Self Efficacy; Teacher Qualifications; Foreign Countries; Formative Evaluation; Teacher Student Relationship; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Attitudes; Teaching Experience; Teaching Methods; Malaysia + Suchen Sie Ihr Suchwort? Geschriebene Sprache; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Self-efficacy; Selbstwirksamkeit; Lehrqualifikation; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study is aimed at investigating the level of teacher-written feedback self-efficacy among Malaysian secondary school teachers and the influence of teachers' age, gender, qualifications and teaching experiences on their written feedback self-efficacy. Bandura (1986) had mentioned that of all the different aspects of self-knowledge, none is more influential in people's everyday lives than their personal self-efficacy. People with a high level of self-efficacy expect favourable outcomes, while those who doubt themselves expect mediocre performance, which results in negative outcomes. This research examined the impact of self-efficacy on teacher-written feedback in formative assessment. Self-efficacy is very important to determine how teacher-written feedback is placed in their formative assessment. One hundred sixty-six English language teachers in Selangor participated in this research by completing the survey. This current research reveals that secondary schools' English teachers' self-efficacy of teacher-written feedback was mostly unrelated to their demographic factors. The results have shown that there was no significant difference among Malaysian secondary school teachers in relation to their qualification, teaching experience and level of training in written feedback self-efficacy. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01