Browsing by Author "Vairez Jr., Mathias R."

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    Effects of school leadership, climate, and growth mindset on teacher efficacy in Southern Belize
    (2024) Requena, Cordelia G.; Vairez Jr., Mathias R.; Guerra, Melva; Requena, Elmar L.
    Teacher efficacy is an important variable in determining students' success in school. Despite its importance, little is known about the factors influencing teacher efficacy. The focus of this study was to determine if there was a correlation between the independent variables: school leadership, school climate, growth mindset, teacher experience, teachers' educational attainment, and gender on the dependent variable, teacher efficacy. The study also determined if these factors predicted teacher efficacy. The study was conducted in Southern Belize among secondary school teachers (n=106) and utilized a five-part questionnaire to collect data. Findings from the study indicated a moderate but positive correlation between the combination of school leadership, climate, growth mindset, teaching experience, educational attainment, gender and teacher efficacy. The results also revealed that school leadership and growth mindset were the only two independent variables that could predict teacher efficacy. The research findings underscore the importance of understanding the factors that affect teacher efficacy to improve student achievement.
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    Teachers’ Self-Efficacy, Psychological Well-being, and Apprehensions during the COVID-19 Pandemic in Belize
    (2024) Quiroz, Janeen; Manzanero, Olga; Vairez Jr., Mathias R.; Gomez Jr., Frank; Elliott, Rashela A. D.
    This quantitative study investigated teachers’ self-efficacy beliefs regarding remote teaching, psychological well-being, and apprehensions during the COVID-19 pandemic in Belize. It also identified factors related to teachers’ self-efficacy to facilitate remote teaching during the COVID-19 pandemic in Belize. A quantitative descriptive cross-sectional survey and correlational research designs were applied using an online survey that included items on the Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001), psychological well-being, apprehensions, and demographics. Data were collected from 311 teachers and analyzed using IBM SPSS 23 statistical software. The results indicated that teachers had a medium level of self-efficacy, decreased mental health, and heightened apprehensions. Further analysis revealed that teachers’ self-efficacy was negatively related to their psychological well-being and apprehensions. However, their psychological well-being was positively related to their apprehensions. These findings support continuous professional development programs that address teachers’ self-efficacy, psychological well-being, and apprehensions. Doing so will equip teachers to better serve their students and support student achievement.