Special Issue on Increasing the Self-efficacy of Teachers When Meeting the Needs and Interests of Students

Submission Deadline: Sep. 30, 2019

This special issue currently is open for paper submission and guest editor application.

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Special Issue Flyer (PDF)

  • Special Issue Editor
    • Jonathan Chitiyo
      Division of Management and Education, University of Pittsburgh Bradford, Bradford, USA
    • Wayne Brinda
      Division of Management and Education, University of Pittsburgh Bradford, Bradford, USA
    Guest Editors play a significant role in a special issue. They maintain the quality of published research and enhance the special issue’s impact. If you would like to be a Guest Editor or recommend a colleague as a Guest Editor of this special issue, please Click here to fulfill the Guest Editor application.
    • Melissa Boston
      School of Education, Duquesne University, Pittsburgh, USA
    • Vaughn Bicehouse
      School of Education, Slippery Rock University, Slippery Rock, USA
    • David Carbonara
      School of Education, Duquesne University, Pittsburgh, USA
    • Argnue Chitiyo
      School of Education, Ball State University, Muncie, USA
    • Edwin Ubeda
      School of Education, St. Ambrose University, Davenport, USA
    • Shen Xiang
      School Education, Miami University, Oxford, USA
    • Deborah Scigliano
      School of Education, Duquesne University, Pittsburgh, USA
    • John Gall
      Liberal Arts and Sciences, Community College of Beaver County, Monaca, USA
    • Kenya Dworkin
      Hispanic Studies, Carnegie Mellon University, Pittsburgh, USA
    • Morgan Chitiyo
      School of Education, Duquesne University, Pittsburgh, USA
  • Introduction

    Megan Tschannen-Moran and Anita Woolfolk Hoy have explored teacher efficacy which has been shown, as they wrote, “to be powerfully related to many meaningful educational outcomes such as teachers’ persistence, enthusiasm, commitment and instructional behavior, as well as student outcomes such as achievement, motivation, and self-efficacy beliefs.” The growing challenges of engaging early-level, adolescent and college students who struggle and demonstrate a lack of interest toward literacy and learning, along with encountering special education needs among students presents the opportunity for this special issue to explore and for educators to share the current range of best practices and experiences across grade levels and content areas that contribute to building self-efficacy among teachers as they contribute to students’ learning and enjoyment of learning.

    Aims and Scope:

    1. Classroom strategies with quantitative and qualitative data related to their applications
    2. Professional development experiences and applications in the classroom
    3. Stories of personal challenges and growth to achieve self-efficacy
    4. Design and use of instruments that measure self-efficacy among teachers
    5. Reflections of teachers, administrators, and students

  • Guidelines for Submission

    Manuscripts can be submitted until the expiry of the deadline. Submissions must be previously unpublished and may not be under consideration elsewhere.

    Papers should be formatted according to the guidelines for authors (see: http://www.educationjournal.net/submission). By submitting your manuscripts to the special issue, you are acknowledging that you accept the rules established for publication of manuscripts, including agreement to pay the Article Processing Charges for the manuscripts. Manuscripts should be submitted electronically through the online manuscript submission system at http://www.sciencepublishinggroup.com/login. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal and will be listed together on the special issue website.

  • Published Papers

    The special issue currently is open for paper submission. Potential authors are humbly requested to submit an electronic copy of their complete manuscript by clicking here.

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