Autoeficacia en niños de educación primaria y preferencia por un rol de profesor
Children self-efficacy of primary school and preference for a teacher role
DOI:
https://doi.org/10.54167/tch.v10i2.574Keywords:
teacher facilitator of learning, teacher transmitter of information, perception of children, self-efficacy, learningAbstract
Current mexican educational policy proposes that teachers take the role of facilitators of student learning. Self-efficacy has been consistently related to learning achievement. From these approaches arise the questions: Which role of teacher do the school children believe that they learn best? What are the relationships of the teacher’s role with self-efficacy? The objective of this study was to explore the relationships between these variables. The design is descriptive and correlational with a non-probabilistic sample of 423 students in grades 5th and 6th of primary schools. To identify the preference of children for a role of teacher to learn mathematics, cartoons were used and it was applied an adaptation to Mexican Spanish of the Multidimensional Scale of Perceived Self-Efficacy in Children (Pastorelli et al., 2001). The results show that 47 % of children prefer the teacher to transmit information; 50 %, the learning facilitator, and 3 % did not respond or their answers could not be classified. Approximately half (46-53 %) of the children presented a high level of general self-efficacy and its components of self-efficacy: academic, self-regulation and social. The rest (43- 54 %) presented a low level of the same variables. The teacher transmitting information and the general self-efficacy correlated positively in a low way with an evident tendency to the association between these variables.
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