Uppeldi og menntun - 01.01.2008, Qupperneq 86

86
FAGLEGT S JÁ LFSTRAUST GRUNNSKÓLAKENNARA
ÞaKKir
Rannsóknin var styrkt af Rannsóknarsjóði Háskólans á Akureyri og skólanefnd við-
komandi sveitarfélags. Er þeim þakkaður stuðningur við verkefnið. Þátttakendum í
rannsókninni er þakkað framlag þeirra, svo og þeim sem lögðu sitt af mörkum við
undirbúning spurninga. Gunnari frímannssyni verkefnastjóra er þakkað fyrir aðstoð
við tölfræðiúrvinnslu og góðar ábendingar.
Valgerður Magnúsdóttir er sjálfstætt starfandi
sálfræðingur í Reykjavík.
Anna Þóra Baldursdóttir er lektor
við kennaradeild Háskólans á Akureyri.

abstract
This article deals with teacher efficacy and its effects on work performance and professional development. The study used an American questionnaire to measure teacher efficacy in classroom management, instruction and student engagement. A
model of the research hypothesis is introduced, about the relationship of teacher efficacy with other variables under investigation, i.e. burnout, organizational variables and
demographic variables. The results on teacher efficacy are similar to those of the developers’ of the questionnaire, and therefore it seems to be a useful tool for the
Icelandic elementary school community. A strong correlation was found between all
factors of teacher efficacy and burnout. Some of the organizational variables had an
effect both on teacher efficacy and burnout, some on one of them, others not at all. The
demographic variables showed no significant correlation with other variables in the
study.