"I Was Always the Good Girl": The Twofold Silencing of Teachers as a Force Fostering a Low Sense of Professional Self-Efficacy

Autor/in	Kass, Efrat
Titel	"I Was Always the Good Girl": The Twofold Silencing of Teachers as a Force Fostering a Low Sense of Professional Self-Efficacy
Quelle	In: Gender and Education, 27 (2015) 5, S.487-504 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2015.1045456
Schlagwörter	Self Efficacy; Feminism; Females; Teacher Attitudes; Foreign Countries; Interviews; Grounded Theory; Coding; Principals; Parent Child Relationship; Work Environment; Family Environment; Teacher Administrator Relationship; Gender Differences; Elementary School Teachers; Likert Scales; Questionnaires; Judaism; Sex Role; Statistical Analysis; Qualitative Research; Israel + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Feminismus; Weibliches Geschlecht; Lehrerverhalten; Ausland; Interviewing; Interviewtechnik; Codierung; Programmierung; Principal; Schulleiter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Arbeitsmilieu; Familienmilieu; Geschlechterkonflikt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Likert-Skala; Fragebogen; Judaismus; Geschlechterrolle; Statistische Analyse; Qualitative Forschung
Abstract	The purpose of this study was to expand the theory of self-efficacy in relation to feminist perspectives by exploring the factors and the dynamics that foster a low sense of professional self-efficacy in Israeli female teachers. Listening to their voices enables us to learn about their past experiences in the nuclear family and consider their repercussions for professional self-efficacy in the present. Fourteen teachers who were identified as having a low sense of professional self-efficacy participated in in-depth open interviews. Data were analysed according to Grounded Theory methodology, implementing the axial coding procedure. Findings indicated that these teachers' sense of professional self-efficacy was affected by their experience of having been silenced by the dominant authority figures in two spheres of life: the nuclear family (parents) and the workplace (school principal). Similar patterns in the two spheres and their implications for teachers and principals are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01