Options
Relationship between teachers’ possible selves and positive self attributes
Author
Ong, Wei Ling
Supervisor
Chong, Wan Har
Abstract
This study aims to examine the relationship between plausible expected and feared selves of teachers, and their positive self attributes of self-efficacy, hope and learned optimism. The hypotheses are, teachers with a higher plausibility score would obtain significantly higher scores for measures on Teacher Self-Efficacy (TSE), hope and learned optimism, and teachers with a lower plausibility score would obtain corresponding lower scores.
To date, although research has been conducted on possible selves, as well as the three chosen positive self-attributes, many of these are with graduate students and do not examine their relationship with each other as they relate to shaping the professional identity of teachers. Different teachers might have different strategies to achieve their positive selves and to avoid becoming their feared selves (in their job area). As such, this study aims to establish whether there is a relationship between the number of strategies employed, and the scores from various measures specific to self-efficacy, hope and learned optimism. If there is a positive correlation, a further step could then be taken to share these strategies amongst all teachers so that their positive self-attributes of self-efficacy, hope and learned optimism could be enhanced, which in turn contributes to shaping their professional identity, which is an important aspect of professional development.
A sample of 78 teachers from a secondary school in Singapore participated in the study. They were administered the ‘Open-ended Possible Self & Behavioural Strategy Measure’ (Oyserman & Markus, 1990a, b; Oyserman & Saltz, 1993), ‘The Teacher Self-Efficacy Scale’ (Bandura, 1986), ‘Hope Scale’ (Snyder, et al., 1991) and ‘Learned Optimism Test’ (Seligman, 1991).
The findings indicate that possible selves are not significantly correlated with hope, learned optimism, and all aspects of TSE. However, hope is significantly correlated with a few study variables in the positive direction. Hope is significantly correlated with all aspects of TSE except TSE (School Resources) and TSE (Community Involvement). It has the largest significant correlation with TSE (Positive School Climate), followed by TSE (Instructional Self-efficacy), TSE (Parental Involvement), TSE (Disciplinary self-efficacy), and lastly TSE (Decision Making). In addition, hope is also correlated with learned optimism. Lastly, the findings also suggest that learned optimism is not significantly correlated with all aspects of TSE.
To date, although research has been conducted on possible selves, as well as the three chosen positive self-attributes, many of these are with graduate students and do not examine their relationship with each other as they relate to shaping the professional identity of teachers. Different teachers might have different strategies to achieve their positive selves and to avoid becoming their feared selves (in their job area). As such, this study aims to establish whether there is a relationship between the number of strategies employed, and the scores from various measures specific to self-efficacy, hope and learned optimism. If there is a positive correlation, a further step could then be taken to share these strategies amongst all teachers so that their positive self-attributes of self-efficacy, hope and learned optimism could be enhanced, which in turn contributes to shaping their professional identity, which is an important aspect of professional development.
A sample of 78 teachers from a secondary school in Singapore participated in the study. They were administered the ‘Open-ended Possible Self & Behavioural Strategy Measure’ (Oyserman & Markus, 1990a, b; Oyserman & Saltz, 1993), ‘The Teacher Self-Efficacy Scale’ (Bandura, 1986), ‘Hope Scale’ (Snyder, et al., 1991) and ‘Learned Optimism Test’ (Seligman, 1991).
The findings indicate that possible selves are not significantly correlated with hope, learned optimism, and all aspects of TSE. However, hope is significantly correlated with a few study variables in the positive direction. Hope is significantly correlated with all aspects of TSE except TSE (School Resources) and TSE (Community Involvement). It has the largest significant correlation with TSE (Positive School Climate), followed by TSE (Instructional Self-efficacy), TSE (Parental Involvement), TSE (Disciplinary self-efficacy), and lastly TSE (Decision Making). In addition, hope is also correlated with learned optimism. Lastly, the findings also suggest that learned optimism is not significantly correlated with all aspects of TSE.
Date Issued
2015
Call Number
BF637.S38 Ong
Date Submitted
2015