e-Pedagogium 2018, 18(4):27-40 | DOI: 10.5507/epd.2018.043

Pre-service Teacher Subjective Responsibility for Pupil Outcomes: Pilot Study

Veronika Pečivová
Mgr. Veronika Pečivová, Faculty of Humanities, Tomas Bata University in Zlín, Štefánikova 5670, 760 01 Zlín, Czech Republic, E-mail: vpecivova@utb.cz

Although teacher responsibility is a rather frequently investigated topic, less attention has been paid to teacher personal perception of responsibility for pupil outcomes. This study presents results of a pilot quantitative questionnaire investigation of pre-service primary teachers at a Czech university with the aim to reveal teacher trainees' approach to their subjective responsibility for pupil success or failure. The preliminary findings suggest that pre-service teachers tend to assume a greater responsibility for pupil success than for his or her failure. Since the results of our quantitative questionnaire research do not provide a more complex insight into pre-service teachers' perception of responsibility in a broader sense, the study sets goals for further mixed methods research combining longitudinal quantitative and qualitative strategies.

Keywords: teacher responsibility, pupil success, pupil failure, pre-service teacher, pilot testing

Published: December 1, 2018  Show citation

ACS AIP APA ASA Harvard Chicago Chicago Notes IEEE ISO690 MLA NLM Turabian Vancouver
Pečivová, V. (2018). Pre-service Teacher Subjective Responsibility for Pupil Outcomes: Pilot Study. e-Pedagogium, 18(4), 27-40. doi: 10.5507/epd.2018.043
Share...
Download citation
  • BibTeX (.bib)
  • Bookends (.ris)
  • EasyBib (.ris)
  • EndNote (.enw)
  • EndNote 8 (.xml)
  • ISI WoS (.isi)
  • Medlars (.medlars)
  • Mendeley (.ris)
  • MODS (.xml)
  • Papers (.ris)
  • RefWorks (.txt)
  • RefManager (.ris)
  • RIS (.ris)
  • MS Word (.xml)
  • Zotero (.ris)
    • Open full article

    References

    1. Bandura, A. (1991). Social-cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248-287. Go to original source...
    2. Bandura, A. (1994). Self-efficacy. In Ramachaudran, V. S. (ed.) Encyclopedia of human behavior, 4, New York: Academic Press, 71-78.
    3. Daniels, L., M. et al. (2017). Combinations of Personal Responsibility: Differences on Pre-service and Practicing Teacher's Efficacy, Engagement, Classroom Goal Structures and Wellbeing. Frontiers in Psychology, 8, 906. Go to original source...
    4. Dofková, R., Zdráhal, T. (2018). The responsibility for student's achievement applied to pre-service elementary school math teachers. INTED2018 Proceedings, 1387-1394. Go to original source...
    5. Frumos, L. (2015). Teachers' sense of efficacy and responsibility for students' outcomes. Journal of Innovation in Psychology, Education and Didactics 19(2), 255-262.
    6. Gavora, P. (2008). Učiteľovo vnímanie svojej profesijnej zdatnosti (self-efficacy). Pedagogika, 58(3), 222-235.
    7. Guskey, T. R. (1981). Measurement of the responsibility teachers assume for academic successes and failures in the classroom. Journal of Teacher Education, 32(3), 44-55. Go to original source...
    8. Helker, K., Wosnitza, M. (2014). Responsibility in the School Context - Development and Validation of a Heuristic Framework. Frontline Learning Research, 5, 115-139.
    9. Lauermann, F., Stuart A. Karabenick, S. A. (2011). Taking Teacher Responsibility Into Account(ability): Explicating Its Multiple Components and Theoretical Status, Educational Psychologist, 46(2), 122-140. Go to original source...
    10. Lauermann, F., & Karabenick, S. A. (2013). The meaning and measure of teachers' sense of responsibility for educational outcomes. Teaching and Teacher Education, 30, 13-26. Go to original source...
    11. Lukášová, H. (2015). Učitelské sebepojetí a jeho zkoumání. Zlín: Univerzita Tomáše Bati ve Zlíně, Fakulta humanitních studií.
    12. Lukášová, H. (2017). Učitelské sebepojetí - podněty k auto-evaluaci a výzkumu. e-Pedagogium, 17(1). 46-48. Go to original source...
    13. Lukášová-Kantorková, H. (2003). Učitelská profese v primárním vzdělávání a pedagogická příprava učitelů (teorie, výzkum, praxe), Ostrava: Ostravská univerzita v Ostravě, Pedagogická fakulta.
    14. Mareš, J., Skalská, H., Kantorková, H. (1994). Teacher subjective responsibility for pupil school achievement. Pedagogika, 44 (1). Praha: PedF UK, 23-36.
    15. Mareš, J. (2013). Pedagogická psychologie. Praha: Portál.
    16. Matteucci, M.C., Guglielmi, D., Lauermann, F. (2017). Teachers' sense of responsibility for educational outcomes and its associations with teachers' instructional approaches and professional wellbeing. Social Psychology of Education, 20, 257-298. Go to original source...
    17. Matteucci, M. C., Kopp, B. (2013). "Do they feel responsible?" Antecedents of teachers' sense of responsibility. In Proceedings of 5th International Conference on Education and New Learning Technologies. Barcelona, 5013-5017.
    18. Pol, M. (2007). Škola v proměnách. Brno: MU.
    19. Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80(1), 1-28. Go to original source...
    20. Šatienė, S. (2017). Self-directed learning in later life: motives and learning competences of retired teachers. e-Pedagogium, 17(2), 50-61. Go to original source...
    21. Silverman, S. K. (2010). What Is Diversity? An Inquiry Into Preservice Teacher Beliefs. American Educational Research Journal, 47 (2), 292-329. Go to original source...
    22. Weiner, B. (2008). Reflections on the History of Attribution Theory and Research: People, Personalities, Publications, Problems. Social Psychology, 39 (3), 151-156. Go to original source...
    23. Živković, P. Stojanović, B, Rstanović, D. (2018). Student Teachers' Professional Identity: Research in the Republic of Serbia. The New Educational Review, 51, 221-229. Go to original source...

    This is an open access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0), which permits non-comercial use, distribution, and reproduction in any medium, provided the original publication is properly cited. No use, distribution or reproduction is permitted which does not comply with these terms.


    Return to the content