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This study presents development and validation of a new measurement instrument to explore student-teachers' self-efficacy beliefs toward teaching. We developed and administered a survey to 346 student teachers at Hacettepe University, Ankara, Turkey in the Department of Elementary
Education in the spring term of the 2003–2004 academic year. The nature of the study is descriptive. The aim is to describe what the real situation is. Standard scale development methods and factor analysis were used. The results of the study were strongly supported by the validity and
reliability of the survey. Cronbach's alpha was calculated and the reliability coefficient was 0.92. For purposes of examining content validity, the opinions of experts on 5 subject matters were taken. Factor analysis was made to elicit the fundamental dimensions of the survey. As a result
of the Kalse-Meyer-Olkin and Bartlett test (0.93), factor analysis was administered to the survey. A single-factor model was specified for the structure of the survey as anticipated.

"Allgemeine Selbstwirksamkeitserwartungen beziehen sich auf die Einschätzung eigener Kompetenzen, Handlungen erfolgreich planen und ausführen zu können, um gewünschte Ziele zu erreichen. Selbstwirksamkeitserwartungen beeinflussen zahlreiche Aspekte alltäglicher Tätigkeiten. Empirische Studien verdeutlichen, dass sie mit einer Reihe sozialwissenschaftlicher Variablen aus den Bereichen Arbeit, Gesundheit und soziale Beziehungen in Verbindung stehen. Damit sind sie insbesondere für die interdisziplinäre Surveyforschung interessant, da sie einen Erklärungsbeitrag leisten können. Eine surveykompatible, d.h. ökonomische Kurzskala zur Erfassung des Konstrukts, fehlt jedoch bisher. Im Rahmen von drei empirischen Studien wurde die Allgemeine Selbstwirksamkeit Kurzskala ('ASKU') mit drei Items entwickelt und validiert. Die Ergebnisse weisen darauf hin, dass die ASKU trotz ihrer Kürze das Konstrukt reliabel und valide misst. Darüber hinaus lassen die Befunde von Messinvarianzprüfungen darauf schließen, dass die Kurzskala in unterschiedlichen Erhebungsmodi ähnliche Messqualitäten aufweist. Die Skala zeigte hypothesenkonforme Beziehungen zu soziodemografischen Variablen sowie sozialwissenschaftlichen Inhaltsvariablen." (Autorenreferat)

Abstract
This article presents the psychological meaning of school-to-work transition. Transition to taking up new social roles entails numerous difficulties, and that is why young people see it as a crisis point. According to researchers one of the predictors of effective transition to the labour market is self-efficacy.
This article presents the two obtaining approaches to the psychology of self-efficacy beliefs. Both specific and generalized self-efficacy belief are good predictors of human behaviour, which has been repeatedly confirmed in the studies (main overview in this article).
The authors of this compilation have integrated the two dominating approaches into one theoretical model, taking account of the three levels of generality proposed by Rosch. By doing that, a theoretical model has been created which allows for organising self-efficacy beliefs relating to life roles into a three-level hierarchical structure.

This study aims to understand whether the relationships adolescent bystanders of cyberbullying have with the victim and other bystanders and their self-efficacy beliefs may affect their use of aggressive language online. Students (676, Mage = 14.10, SD = 2.74, 55.5% male) answered questions about social media use, self-efficacy to solve cyberbullying situations, interpersonal relationships, and their use of verbal aggression to communicate online. Through structural equation modeling, results demonstrated that having a relationship with the victim or other bystanders mediated the relationship between observing cyberbullying behavior and bystanders' use of aggressive language online. The effect of observing cyberbullying behavior through having a relationship with the victim or other bystanders was lower than its direct effect on adolescent bystanders' use of aggressive language. Self-efficacy beliefs mediated the relationship between having a relationship with the victim and other bystanders and adolescents' use of aggressive language online. Implications for intervention in interpersonal communication online are proposed.

This study examined the relationship between preschool teachers' self-efficacy beliefs and their teaching attitudes. In the study, it was considered whether preschool teachers' self-efficacy beliefs and their teaching attitudes change in terms of certain variables. The research was carried out using a correlational survey model. The target population of the study is the preschool teachers working in Küçükçekmece district, İstanbul Province, in the 2017-2018 academic year. The working group consists of 264 preschool teachers working at the schools in said district. The following assessment instruments were used in the research: "Personal Information Form," "Preschool Teachers' Self-efficacy Beliefs Scale," to identify preschool teachers' self-efficacy beliefs and 'Preschool Teachers' Teaching Attitudes Scale' to determine the teachers' attitudes. The obtained data were analyzed using Pearson multiplication moment correlation analysis, and Regression analysis was performed to determine the level of self-efficacy beliefs of preschool teachers affecting teaching attitudes. Preschool teachers were found to have full self-efficacy beliefs in the teaching-learning process, communication skills, planning, and regulation of learning environments and classroom management, and firm self-efficacy beliefs in family participation. Teachers' attitudes of preschool teachers were found to be democratic at the highest level, followed by autocratic and laissez-faire at the lowest level. As a result of the regression analysis made to determine the level of the effect of self-efficacy beliefs of preschool teachers on their teaching attitudes, the learning and teaching process positively predicts democratic teaching attitudes and negatively predicts laissez-faire attitudes.

This study examined the relationship between preschool teachers' self-efficacy beliefs and their teaching attitudes. In the study, it was considered whether preschool teachers' self-efficacy beliefs and their teaching attitudes change in terms of certain variables. The research was carried out using a correlational survey model. The target population of the study is the preschool teachers working in Küçükçekmece district, İstanbul Province, in the 2017-2018 academic year. The working group consists of 264 preschool teachers working at the schools in said district. The following assessment instruments were used in the research: "Personal Information Form," "Preschool Teachers' Self-efficacy Beliefs Scale," to identify preschool teachers' self-efficacy beliefs and 'Preschool Teachers' Teaching Attitudes Scale' to determine the teachers' attitudes. The obtained data were analyzed using Pearson multiplication moment correlation analysis, and Regression analysis was performed to determine the level of self-efficacy beliefs of preschool teachers affecting teaching attitudes. Preschool teachers were found to have full self-efficacy beliefs in the teaching-learning process, communication skills, planning, and regulation of learning environments and classroom management, and firm self-efficacy beliefs in family participation. Teachers' attitudes of preschool teachers were found to be democratic at the highest level, followed by autocratic and laissez-faire at the lowest level. As a result of the regression analysis made to determine the level of the effect of self-efficacy beliefs of preschool teachers on their teaching attitudes, the learning and teaching process positively predicts democratic teaching attitudes and negatively predicts laissez-faire attitudes. © 2020, Institute of Advanced Engineering and Science. All rights reserved.

School education is termed as the foundation that has the whole life of the child dependent upon. Schools are expected to be at par with the latest educational trends, shaping the students' personalities by mitigating the adversities of life yet contemplating skills needed to succeed in life later on. For the very same reason, modern schools ensure an overall environment conducive to the overall development of children. Several factors can hinder the process, among which bullying in schools has become the major concern. School principals have the encumbrance to maintain a hassle-free environment and an uninterrupted teaching-learning process in school. The study, therefore, sought to explore the efficacy beliefs of the principal to deal effectively with bullies while interplaying with different paradigms of bullying management. The theoretical framework was nested in the six approaches presented by Rigby as in Traditional Disciplinary Approach, Strengthening the Victim, Mediation, Restorative Justice, The Support Group Method, and the Shared Concern Approach. A Phenomenological research design was used, and seven principals of schools in Lahore were selected as participants of the study through purposive sampling. A self-constructed, semi-structured interview guide was used as the basic data collection tool. The obtained data were interpreted to meaningful information in relevance to the study by using profiling and then the reflexive thematic analysis technique. Findings revealed that participants are well aware of the concept of bullying, its types, and the adversities associated with bullying. Most of them have devised their hybrid systems to counter bullying in their schools. However, strengthening the victim was found to be the approach the participants feel most efficacious to work with. They regard it fruitful and rewarding in terms of the outcome.

The aim of the study is to explore the pre-service teachers' self-efficacy beliefs related to foreign language (English) skills within various variables. The "Self-Efficacy Scale for English Language Skills" developed by Sağlam and Arslan (2018) was used as a main data collection tool. Within the scope of this study, the relations between self-efficacy beliefs of senior teacher candidates and other variables such as gender and study programs were focused on. Based on the findings, it was seen that, almost all (90.8%) of the pre-service teachers did not allocate any time for self –study in English and more than half of them (56.1%) stated that they learned English only to pass the course. Additionally, in the analysis, it was observed that the English language skills self-efficacy belief levels of the senior teacher candidates were low. According to the independent sample t-Test results, no statistically significant difference was found between gender and self-efficacy beliefs in English language skills, except for listening skills. Related to the findings of the One-Way ANOVA Test, there was no statistically significant difference between study programs and English self-efficacy beliefs. Lastly, according to the chi-square test, no statistically significant relationship was found between the six study programs and the self- study time. Key words: Self-efficacy beliefs, Language skills, Teacher education, English language proficiency, Student teachers

We examined the effects of teachers' classroom assessment practices and students' perceptions of assessment tasks on students' academic self-efficacy beliefs as 1 dimension of student academic motivation. Participants (N = 1,457) were students sourced from 99 classrooms of public
secondary schools in Oman. Results of multilevel analysis showed that student academic self-efficacy beliefs were significantly and positively influenced by students' perceptions of the assessment tasks. Specifically, congruence with planned learning, authenticity, transparency, and diversity
all had significant positive influences on self-efficacy beliefs, as did frequent communication by the teacher about the assessment with students and teachers' frequent use of nonachievement grading factors. Implications are discussed for classroom practices and research related to classroom
assessment.

The purpose of this article is to examine the contributions made by the teacher efficacy literature to the study of teaching students with severe disabilities. The description and measurement of the self-efficacy construct are first explained, followed by a brief overview of problems in self-efficacy research. Findings on the relationship between perceived self-efficacy of teachers and variables including perceptions of student abilities, classroom practices, adoption of innovations, and collaboration with others are then summarized. Implications of this literature for practice, staff development, and personnel training programs are then discussed. Finally, strategies to guide future research are offered.

AbstractWork is important for people with disabilities, and fosters their career development and quality of life. Findings from social cognitive theory suggest that transition to work and work inclusion processes should be based on opportunities to explore the world of work, awareness of professional options (of which people with an intellectual disability (ID) frequently have little knowledge), and consideration of career interests and self‐efficacy beliefs. The present study was aimed at verifying whether people with ID present interests and self‐efficacy beliefs in less complex occupations, and whether self‐efficacy beliefs can predict career interests, similar to results observed with individuals without ID. The study also investigated differences associated with ID level and with gender. One hundred and twenty‐nine young adults with ID were interviewed about their interests in and self‐efficacy beliefs concerning occupations in six different occupational areas (e.g., realistic, investigative, artistic, social, enterprising, and conventional). Results showed that participants with ID tended to be interested in, and have higher self‐efficacy belief levels, in low‐to‐mid‐complexity occupations and also showed the predictive role of self‐efficacy beliefs. Contrary to our expectations, however, no ID level or gender effects were observed. The findings underscore the importance of very early vocational guidance activities that emphasize these aspects in helping persons with ID set their professional goals.

The subject of work-based relationships as a source of support, feedback and development has centrality in much of the research into management development. Specifically, work dealing with manager/subordinate and peer relationships, as well as more formally defined developmental relationships such as that of the mentor, coach or counsellor, are of interest to the management researcher. This article examines the concept of psychological similarity through shared meanings, in relation to the maintenance and development of self-efficacy beliefs. This examination is carried out through comparative case studies in two very different organizational settings; the corporate and the not-for-profit sector. It was found that in work-based relationships in which the parties are psychologically similar, such relationships are more likely to support the maintenance and development of self-efficacy beliefs.