In-Field vs. Out-of-Field EFL Teachers’ Self-Efficacy, Classroom Management Styles and Students’ Performance

Abell, S. K. (2007). Research on science teacher knowledge. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1105–1149). Lawrence Erlbaum Associates.

Abu-Tineh, A. M., Khasawneh, S. A., & Khalaileh, H. A. (2011). Teacher self-efficacy and classroom management styles in Jordanian schools. Management in Education, 25(4), 175-181. https://doi.org/10.1177/0892020611420597

Allen, K. (2010). Classroom management, bullying, and teacher practices. Professional Educator, 34(1), 1–15.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.

Barbieri, G., Rossetti, C., & Sestito, P. (2011). The determinants of teacher mobility: Evidence using Italian teachers’ transfer applications. Economics of Education Review, 30(6), 1430-1444. https://doi.org/10.1016/j.econedurev.2011.07.010

Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y. M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133-180. https://doi.org/10.3102/0002831209345157

Bosse, M., & Törner, G. (2012). Out-of-field teaching math teachers and the ambivalent role of beliefs-report from interviews with these teachers. In Unpublished paper presented at the 18th MAVI Mathematical Views conference Helsinki (pp. 1-11).

Brophy, J. (2010). Stress and strain in teaching: A structural equation approach. British Journal of Educational Psychology, 71, 243– 259. https://doi.org/10.1348/000709901158497

Darling-Hammond, L., Berry, B., & Thoreson, A. (2001). Does teacher certification matter? Evaluating the evidence. Educational Evaluation and Policy Analysis, 23(1), 57-77. https://doi.org/10.3102/01623737023001057

Dee, T. S., & Cohodes, S. R. (2008). Out-of-field teachers and student achievement: Evidence from matched-pairs comparisons. Public Finance Review, 36(1), 7-32. https://doi.org/10.1177/1091142106289330

Denham, C. H., & Michael, J. J. (1981). Teacher sense of efficacy: A definition of the construct and a model for further research. Educational Research Quarterly, 5, 39– 61.

du Plessis, A. E. (2015). Effective education: Conceptualising the meaning of out-of-field teaching practices for teachers, teacher quality and school leaders. International Journal of Educational Research, 72, 89-102. https://doi.org/10.1016/j.ijer.2015.05.005

du Plessis, A. E., Gillies, R. M., & Carroll, A. (2014). Out-of-field teaching and professional development: A transnational investigation across Australia and South Africa. International Journal of Educational Research, 66, 90-102. https://doi.org/10.1016/j.ijer.2014.03.002

Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569–592. https://doi.org/10.1037/0022-0663.76.4.569.

Goldhaber, D., & Anthony, E. (2007). Can teacher quality be effectively assessed? National board certification as a signal of effective teaching. The Review of Economics and Statistics, 89(1), 134-150. https://doi.org/10.1162/rest.89.1.134

Goldhaber, D., & Brewer, D. J. (2000). Does teacher certification matter? High school certification status and student achievement. Educational Evaluation and Policy Analysis, 22, 129–146. https://doi.org/10.3102/01623737022002129

Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1–9. https://doi.org/10.14507/epaa.v8n1.2000.

Hobbs, L. (2012). Teaching out-of-field: Factors shaping identities of secondary science and mathematics. Teaching Science, 58(1), 21-29.

Hobbs, L. (2013). Teaching ‘out-of-field’ as a boundary crossing event: Factors shaping teacher identity. International Journal of Science and Mathematics Education, 11(2), 271–297. https://doi.org/10.1007/s10763-012-9333-4

Hobbs, L., & Törner, G. (2019). Teaching out-of-field as a phenomenon and research problem. In L. Hobbs & G. Törner (Eds.), Examining the Phenomenon of “Teaching Out-of-field” (pp. 3-20). Springer. https://doi.org/10.1007/978-981-13-3366-8_1

Hoffmann, L., & Richter, D. (2015). Aspekte der Aus-und Fortbildung von deutsch-und Englischlehrkräften im Ländervergleich. IQB-Bildungstrend, 481-507.

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children, 42(8). https://doi.org/10.17161/foec.v42i8.6906

Ingersoll, R. M. (2003). Out-of-field teaching and the limits of teacher policy. Center for the Study of Teaching and Policy, University of Washington.

Ingersoll, R. M. (2019). Measuring out-of-field teaching. In L. Hobbs & G. Törner (Eds.), Examining the Phenomenon of “Teaching Out-of-field” (pp. 21-51). Springer. https://doi.org/10.1007/978-981-13-3366-8_2.

Lewis, R. (2001). Classroom discipline and student responsibility: The students’ view. Teaching and Teacher Education, 17(3), 307–319. https://doi.org/10.1016/S0742-051X(00)00059-7

Magableh, A., & Hawamdeh, B. (2007). Accountability and discipline in classroom management: Case study: Jarash—Jordan. College Student Journal, 41(4), 901–908.

Nixon, R. S., & Luft, J. A. (2015). Teaching chemistry with a biology degree. In J. A. Luft & S. L. Dubois (Eds.), Newly Hired Teachers of Science (pp. 75-85). SensePublishers. https://doi.org/10.1007/978-94-6300-058-1_6

Nixon, R. S., Hill, K. M., & Luft, J. A. (2017). Secondary science teachers’ subject matter knowledge development across the first 5 years. Journal of Science Teacher Education, 28(7), 574–589. https://doi.org/10.1080/1046560X.2017.1388086

Pillay, H., Goddard, R., & Wilss, L. (2005). Well-being, burnout and competence: Implications for teachers. Australian Journal of Teacher Education, 30(2), 22–33. https://doi.org/10.14221/ajte.2005v30n2.3.

Porsch, R., & Whannell, R. (2019). Out-of-field teaching affecting students and learning: What is known and unknown. In L. Hobbs & G. Törner (Eds.), Examining the Phenomenon of “Teaching Out-of-field” (pp. 179-191). Springer. https://doi.org/10.1007/978-981-13-3366-8_8

Price, A., Vale, C., Porsch, R., Rahayu, E., Faulkner, F., Ríordáin, M. N., Luft, J. A., & Hobbs, L. (2019). Teaching out-of-field internationally. In L. Hobbs & G. Törner (Eds.), Examining the Phenomenon of “Teaching Out-of-field” (pp. 53-83). Springer. https://doi.org/10.1007/978-981-13-3366-8_3.

Prieto, L. R., & Altmaier, E. M. (1994). The relationship of prior training and previous teaching experience to self-efficacy among graduate teaching assistants. Research in Higher Education, 35(4), 481-497. https://doi.org/10.1007/BF02496384

Reupert, A., & Woodcock, S. (2015). Does a year make a difference? The classroom management practices of primary student teachers before and after a one-year teacher education programme. Emotional and Behavioural Difficulties, 20(3), 265-276. https://doi.org/10.1080/13632752.2014.949986

Revilla, M. A., Saris, W. E., & Krosnick, J. A. (2014). Choosing the number of categories in agree–disagree scales. Sociological Methods & Research, 43(1), 73-97. https://doi.org/10.1177/0049124113509605

Ríordáin, M. N., Paolucci, C., & O’Dwyer, L. M. (2017). An examination of the professional development needs of out-of-field mathematics teachers. Teaching and Teacher Education, 64, 162-174. https://doi.org/10.1016/j.tate.2017.02.001

Ní Ríordáin, M., Paolucci, C., & Lyons, T. (2019). Teacher professional competence: What can be learned about the knowledge and practices needed for teaching?. In L. Hobbs & G. Törner (Eds.), Examining the Phenomenon of “Teaching Out-of-field” (pp. 129-149). Springer. https://doi.org/10.1007/978-981-13-3366-8_6.

Rosas, C., & West, M. (2009). Teachers beliefs about classroom management: Pre service and in service teachers’ beliefs about classroom management. International Journal of Applied Educational Studies, 5(1), 54-61.

Ross, S. W., & Horner, R. H. (2007). Teacher outcomes of School-Wide Positive Behavior Support. Teaching Exceptional Children Plus, 3(6), n6.

Salleh, U. K. M., & Darmawan, I. G. N. (2013). Differences between in-field and out-of-field history teachers influence on students learning experience in Malaysian secondary schools. Creative Education, 4(09), 5. https://doi.org/10.4236/ce.2013.49B002

Sanders, L. R., Borko, H., & Lockard, J. D. (1993). Secondary science teachers’ knowledge base when teaching science courses in and out of their area of certification. Journal of Research in Science Teaching, 30(7), 723-736. https://doi.org/10.1002/tea.3660300710.

Schueler, S., Roesken-Winter, B., Weißenrieder, J., Lambert, A., & Römer, M. (2015, February). Characteristics of out-of-field teaching: Teacher beliefs and competencies. In CERME 9-Ninth Congress of the European Society for Research in Mathematics Education (pp. 3254-3261).

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14. https://doi.org/10.3102/0013189X015002004

Soheili, F., Alizadeh, H., Murphy, J. M., Bajestani, H. S., & Ferguson, E. D. (2015). Teachers as leaders: The impact of Adler-Dreikurs classroom management techniques on students’ perceptions of the classroom environment and on academic achievement. The Journal of Individual Psychology, 71(4), 440-461. https://doi.org/10.1353/jip.2015.0037

Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202.