You have my permission to use the Teachers’ Sense of Efficacy Scale in your research. A copy of both the long and short forms of the instrument as well as scoring instructions can be found at:
http://www.coe.ohio-state.edu/ahoy/researchinstruments.htm
Best wishes in your work,
Anita Woolfolk Hoy, Ph.D. Professor
College of Education Phone 614-292-3774
29 West Woodruff Avenue www.coe.ohio-state.edu/ahoy FAX 614-292-7900 Columbus, Ohio 43210-1177
Appendix E
Behavior Management Strategies Scale (Nie, Lau & Liau, 2012)
Direction: For each statement
below, please mark the response that best describes what you do in the classroom. There are no right or wrong answers, so please respond as honestly as possible. 1 Never 2 Rarely 3 Sometimes 4 Frequentl y 5 Always
I establish specific rules and consequences for student misbehavior
I monitor the entire classroom I correct misbehavior immediately I rewards (e.g., praise) good behavior
I use consistent disciplinary practices
I discourage misbehavior
I discuss behavior problem with students to get their prospective.
Appendix F
Appendix G
Personal Teaching Efficacy from Gibson and Dembo (1984) scale
Please indicate the degree to which you agree or disagree with each statement
Strongly disagree Disagree Slightly disagree Slightly agree Agree Strongly agree If a student masters a new math
concept quickly, this might be because I knew the necessary steps in teaching that concept. When the grades of my students improve it is usually because I found more effective teaching approaches.
When I really try, I can get through to most difficult students.
If a student did not remember information I gave in a previous lesson, I would know how to increase his/her retention in the next lesson.
When a student does better than usual, many times it is because I exerted a little extra effort. If a student in my class
becomes disruptive and noisy, I feel assured that I know some techniques to redirect him quickly.
If one of my students could not do a class assignment, I would be able to accurately assess whether the assignment was at the correct level of difficulty. When a student is having difficulty with an assignment, I am usually able to adjust it to his/her level
When a student gets a better grade than he usually gets, it is usually because I found better ways of teaching that student.
Appendix H
Instructional Management scale from Martin and Sass (2010)
Direction: For each statement
below, please mark the response that best describes what you do in the classroom. There are no right or wrong answers, so please respond as honestly as possible. Strongly disagree Disagree Slightly disagree Slightly agree Agree Strongly agree
I nearly always use collaborative learning to explore questions in the classroom.
I engage students in active discussion about issues related to real world applications.
I nearly always use group work in my classroom. I use student input when creating student projects. I nearly always adjust instruction in response to individual student needs. I nearly always use a teaching approach that encourages interaction among students.
Thanks for your valuable responses and time Much Appreciated!
Appendix I
IRB Approval
Office of Research Compliance Institutional Review Board
November 11, 2015 MEMORANDUM
TO: Sajid Ali Yousuf Zai
Ronna Turner
FROM: Ro Windwalker
IRB Coordinator
RE: PROJECT MODIFICATION
IRB Protocol #: 15-07-038
Protocol Title: Investigating the Factor Structure of the Teachers' Sense of Efficacy Scale (TSES) with Pak istani Teachers
Review Type: EXEMPT EXPEDITED FULL IRB Approved Project Period: Start Date: 11/11/2015 Expiration Date: 08/06/2016
Your request to modify the referenced protocol has been approved by the IRB. This protocol is currently approved for 1,100 total participants. If you wish to make any further modifications in the approved protocol, including enrolling more than this number, you must seek approval prior to
implementing those changes. All modifications should be requested in writing (email is acceptable) and must provide sufficient detail to assess the impact of the change.
Please note that this approval does not extend the Approved Project Period. Should you wish to extend your project beyond the current expiration date, you must submit a request for continuation using the UAF IRB form “Continuing Review for IRB Approved Projects.” The request should be sent to the IRB Coordinator, 109 MLKG Building.
For protocols requiring FULL IRB review, please submit your request at least one month prior to the current expiration date. (High-risk protocols may require even more time for approval.) For protocols requiring an EXPEDITED or EXEMPT review, submit your request at least two weeks prior to the current expiration date. Failure to obtain approval for a continuation on or prior to the currently approved
expiration date will result in termination of the protocol and you will be required to submit a new protocol to the IRB before continuing the project. Data collected past the protocol expiration date may need to be eliminated from the dataset should you wish to publish. Only data collected under a currently approved protocol can be certified by the IRB for any purpose.
If you have questions or need any assistance from the IRB, please contact me at 109 MLKG Building, 5-2208, or [email protected].
109 MLKG • 1 University of Arkansas • Fayetteville, AR 72701-1201 • (479) 575-2208 • Fax (479) 575-6527 • Email [email protected]
Appendix J Consent to Participant
Investigating the Factor Structure of the Teachers’ Sense of Efficacy Scale (TSES) with Pakistani Teachers
Consent to Participate in a Research Study Principal Researcher: Sajid Ali Yousuf Zai
Faculty Advisor: Dr. Ronna C. Turner INVITATION TO PARTICIPATE
You are invited to participate in a research study about investigation the factor structure of the Teachers’ Sense of Efficacy Scale (TSES) in Pakistan’s context. You are being asked to participate in this study because you are in-service or pre-service public school teachers in Pakistan.