FAR EASTERN UNIVERSITY

LABELING A TEACHERS IDENTITY BEYOND SCHOOL REPUTATION: THE ALMA MATERS INFLUENCE ON THE EFFECTIVENESS OF SPECIAL EDUCATION TEACHERS

by Blas, Hanna Rachel E. Garcia, Mark Anthony III R. Mendoza, Lorelli Anne D.G. Far Eastern University

ABSTRACT Schools are considered to be one of the many institutions in society that is considered to be highly influential. Through the years and time, the Alma Mater hones the becoming of students holistically. The direct relationship between the Alma Mater to its students can be evident or not given that, it varies upon the uniqueness of an individual. The purpose of this study seeks to aim the influence, whether positive or negative, brought by the Alma Mater to its graduates in their own respective field of work. A researcher-made instrument and an adapted Special Confidence Scale were used in measuring the confidence, competence and effectiveness of Special Education teachers working in private schools in Manila. Furthermore, teaching styles, classroom management and the presence of competition among teachers are also measured on the basis of the underlying influence by the Alma Mater. The study revealed that SPED teachers in private schools in Manila are mostly young females who hold a bachelors degree. It was also found out that SPED teachers strongly agree that their Alma Mater transformed them into professionals who are competent, confident and effective. In competition, SPED teachers stated that there is an absence of competition among the faculty even though they came from different universities and colleges. However, SPED teachers confirmed that they view competition as a challenge which enables them to enhance their level of proficiency and professional growth and development. With the influence of a graduate from their Alma Mater, professionals can share meaningful learning experiences that can be used for the improvement and development of school institutions amidst differences.

FAR EASTERN UNIVERSITY Introduction A school institution is a home where students create their humble beginnings and through time, students gradually transform into professionals who are competent, confident and effective. Arguments across the globe and time have been studied in order to prove the direct relationship of the Alma Mater to its graduates. Taylor and Martin (1995) as cited by Bridgeforth (2011) propose that understanding the importance of alumni giving behavior is key to the success of an institution, and that it is the single most important index of esteem in which the institution is held by a key group of individuals (p. 284) Moreover, Hartman and Schmidt (1995) as also mentioned by Bridgeforth (2011) suggested that current institutional performance affects alumni satisfaction, (p. 198).The contentment of the graduates does not only depend upon the anticipated or pleasing encounters that theyve underwent but rather to the quality of results and services rendered by the school institution (Hartman and Schmidt 1995 as cited by Bridgeforth (2011). These statements provided a clear representation of the connection of the Alma Mater and the impacts that it can bring to students. These influences are necessary to be defined so that it can be used for improvement and development of school institutions. On the other hand, as cited by Kovats (2006), there are researches suggesting that schools bring little influence to bear upon a childs achievement that is independent of his background and general social context (Coleman et al., 1966, p. 325; Jencks et al., 1972).

FAR EASTERN UNIVERSITY Grounded by the influence of the Alma Mater, the researchers focuses are the positive and negative qualities acquired by the Special Education graduates. This study aimed to give a comprehensive description of how these graduates deal in their working environment through the use of their adapted knowledge, skills, attitudes, values and most especially the experiences. People tend to associate the totality of an individual based on physical attributes, socio-economic status, educational background and others, without looking deeper on to the potentialities and possibilities of what an individual can fully offer. Associating a persons identity according to his educational background varies depending upon the quality of popularity of an institution. It may be enough that such attainment has been received however there would still be classifications of standings based on school reputations. These facts led the researchers study if there are influences brought by the Alma Mater that affect the becoming of graduates. Teaching performance can be affected by the underlying personal traits and characteristics of an individual therefore all of these things can manifest on the effectiveness of a teacher (Polk, 2006). The researchers rooted on the gist of the internal factors such as feelings, emotions, motivations and perceptions to validate whether what kind of teaching performance and effectiveness is present as it coexists with its influence in their respective Alma Mater. In line with this, the researchers also aimed to know if these internal factors affect the relationship of a teacher with other workmates. The researchers believed that the strong foundation of a professional lies on how the Alma Mater hone the character and potential of their students holistically so that they can be productive and useful citizens for the betterment of society.

FAR EASTERN UNIVERSITY Background of the study In this 21st century, a lot of innovations have been improved in the field of education specifically, in Special Education. Courses such as field studies, observational child studies and practice teachings are being offered. Student-teaching is a great opportunity for students to demonstrate what they have learned for almost four years; this activity enables students to be exposed to the duties and responsibilities that will be entrusted to them. It can be presumed that practice teaching students who excel in their practicum will be successful teachers in no time. Many experts believe that student teaching experience guarantees the effectiveness of a teacher, allowing them to receive meaningful learning opportunities ahead of time (Cook, 2002). These activities enable students to be exposed to different universities, colleges, schools or institutions that will help them understand the complexities and diversities of each student or teacher as reflected upon the Alma Mater they came from. Individuals are believed to abstract and to integrate information that is encountered in a variety of social experiences, such as exposure to models, verbal discussion, and discipline encounters. Through these abstraction and integration, they mentally represent their environments and themselves in terms of certain crucial classes of cognitions that include response-outcome expentancies, perceptions of self-efficacy, and standards for evaluative self-reactions. These cognitions are believed to affect not only how they respond to environmental stimuli but also the environments they seek out for themselves (Grusec, 1992: p6).

FAR EASTERN UNIVERSITY This means that a student can imitate and act out what they see and what they hear due to the exposure to their environment; this may be through verbal communication, nonverbal communication and/or simply by observing the people around them. Furthermore, they can also imitate what the other people do unconsciously around them. With that abstraction, that they had absorbed the culture, characteristics and behavior of the people around them, they are now representing the environment they had - the environment they are used to be exposed to. Teacher-education programs help to utilize the productivity of quality of teachers (Cochran-Smith, 2002; Wilson, Floden, &Ferrini Mundy, 2002). The experience of interns helps them understand the reality of the situation. It provides them a grasp of the daily obligatory tasks that must be complied. Therefore, it is necessary that universities should give due quality education by providing the needed experience and time for their students. Hinders (1995) as cited by Kessel,et.al (2009) noted that Universities must take an active role in preparing teachers to be competent. The researchers themselves experienced certain situations that proved the presence of the strong relationship of the alma mater to its graduates. The incident that urged the researchers to come up with this research topic was the feeling of inequality; students werent given equal chances and opportunities to demonstrate their skills. In addition to that, the priorities were not fairly distributed to the students. All of these circumstances proved that there is a big influence of the alma mater into the students lives. Overtime, this influence is concurrent in the field of work. Employment and faculty collaboration are also greatly affected by these influences.

FAR EASTERN UNIVERSITY The scope of the influence does not only cover the field of education, almost all. Business, tourism and graduates from different field experience social disparity as affected by their alma mater. The researchers as future Special Education graduates feared that these facts are really present in the field and that it may affect their performance in the long run. With this descriptive study, the researchers can provide facts and information of the influence brought by the alma mater; this can give a gist of the actual scenario of whats really happening in the working environment. It can also provide students a background so that they can prepare and be aware in the endeavors and demands in work. Synthesis Studies have shown that there is an existing influence of the Alma Mater to their graduate. Loyalty, commitment and satisfaction are the variables that strengthen and intensify the relationship of the two entities. Such Influence can be concurrent in the field of practices and outcomes can be beneficial or not to the whole student body. Since, school institutions have the desire to empower their reputation; the advocacy is to invest their graduates upbringing as a professional as they carry the institutions name. School administration provides quality learning experiences that could hone the students competency and confidence that could make them effective. Competency enables students to acquire the basics which will be their edge among others and weapon in their field. Confidence is the belief of the teacher to carry out a specific lesson and task, fruitfully. A teacher that is confident on his teaching styles and methodologies inside his classroom can be a factor that can influence his efficiency.

FAR EASTERN UNIVERSITY Thus, having a confident teacher can keep their student motivated; the students will trust their teacher because they know that their teachers are knowledgeable and skillful. In order for teachers to be effective, they must possess variety of teaching strategies and knowledge to manage their classroom as these factors facilitate the teaching and learning process. These are also predictors of successful and desirable outcomes. In addition, the entire student body should cooperate and collaborate to meet the goals of the school. Each faculty members should work as one. Thus, indifferences and various perceptions can lead to clashes of ideas and unhealthy competition. These can also benefit the entire school community based on how they see and utilize these indifferences. To sum it up, an effective teacher is someone who is competent and confident. Effectiveness of a teacher is somehow being affected by the personality traits he/she has as well as how he/she perceives the teaching profession. If a teacher is competent and confident enough to handle a class, which is composed of students with special needs he/she is therefore entitled to be an effective ones. Teachers effectiveness could also be measured on how the instruction takes place. Effective teachers must have the capability to use different teaching styles and strategies that could lead them to produce meaningful and relevant instructional materials. The uniqueness of this research offers the

combination of the building blocks in education; the Alma Mater and its students. School institutions are expected to produce well-rounded and productive professionals: in this case, highly qualified teachers. The relationship of the two most important elements is crucial as to its content and extent are broad.

FAR EASTERN UNIVERSITY Having divided the influences into different sub-branches will provide definite explanation and clarification as to how it functions in todays modern era. Empowering the commitment and association of the Alma Mater in producing competent, confident and effective Special Education teachers will strengthen the longing and drive of educational advocates to make a better stand in the improvement and development in the Philippine Educational system. Moreover this research gave meaningful and relevant information as to how the Alma Mater can enhance their undergraduates professional growth and development. These combined forces are the foundations and pre-requisites in the readiness and preparedness of each of the Special Education Teachers. Indeed, the first step in fulfilling the needs of others and inculcating the right knowledge, attitudes, values and skills is to examine the completeness and credibility of oneself. Children with special needs deserve the best and appropriate way to be educated and Special Education Teachers have the ultimate responsibility in providing these needs. This mission that each of the SPED teachers are bounded, the role of the Alma Maters comes in. They should support the upbringing and becoming of these professionals as this process requires joint responsibility, accountability, passion, service and dedication.

FAR EASTERN UNIVERSITY Summary of Findings The following are the questions which have been given due clarifications namely: 1. What is the socio-demographic profile of Special Education Teachers working in private schools in Manila in terms of: a) Name of Alma Mater in College In the four private Special Education schools in Manila, a total of 21 respective Alma Maters from the Special Education Teachers were included in the study. Most of the Alma Mater of the SPED teachers was from the vicinity of Manila also. The most number of SPED teacher respondents came from National Teachers College. The diversity and uniqueness of culture from SPED teacher respondents Alma Mater were emphasized. b) Name of school where they are currently working From the total number of special education teacher respondents who willingly participated in the study, 14 of them, which is the most number of respondents, came from the Philippine Institute for the Deaf. Cerecare Phil Inc with 10 participants, St. Teodora School and Tutorial Arts Center with 12 participants, and 4 participants are from Saint John of God Special School. c) Gender Among the three private SPED schools, it was identified that female teachers outnumbered male teachers in terms of number. However, this doesnt mean that male teachers are less competent, confident and effective than female teachers.

FAR EASTERN UNIVERSITY d) Age Teachers working in private SPED schools in Manila are almost in the age ranging from 21-30. This can be concluded that the young teachers dominated the superior teachers. e) Educational Attainment In association with the young teachers that have participated in the study whose age ranges from 21-30, young teachers level of educational attainment was spotted in the Bachelors Degree. On the other hand, none of SPED teacher respondents hold a doctorate degree. f) Years of Teaching Experience In line with age and educational attainment, SPED teachers working in private schools in Manila have less teaching experience that ranges from 1 month to 3 years.

10

2. How do Special Education teachers rate their performance as influenced by the Alma Mater in terms of: a. Competence, The total level of competency as influenced by the Alma Mater of the graduates is high with a composite mean of 4.44. Special Education teachers STRONGLY AGREE that their Alma Maters gave them holistic learning experiences which enabled them to acquire generic competencies such as

FAR EASTERN UNIVERSITY communication skills and interpersonal skills with a composite mean of 4.68. The lowest mean scores found in the level of competency is 4.13 which states the competency of SPED teachers in terms of decision making, problem solving and discipline-specific skills. b. Confidence, and The level of confidence among SPED teacher respondents is very high with the mean of 4.40. Regarding on how open teachers are in sharing their knowledge and experiences to their co-teachers and how they feel they are today is largely influenced by their alma mater had the highest mean of 1.5. The statement indicating that being proud as a graduate of Special Education of their respective alma mater got the lowest mean of 4.38. While the level of confidence of teacher respondents with regards in teaching students with diverse needs, the general education got the highest mean of 4.43. On the other hand, handling students with visual impairment got the lowest mean of 3.13. It can be concluded that private education teacher respondents in Manila are still at ease in teacher in the general education setting. They are very confident that they can also be very effective teachers of students with regular needs. The results also indicates that teacher respondents have the least confidence in teaching students with visual impairment, meaning they dont see themselves very effective when it comes to teaching students with the said disability.

11

FAR EASTERN UNIVERSITY c. Effectiveness? The level of effectiveness of the Special Education teacher - respondents with a composite mean of 4.24 represented that there were really influences acquired from their Alma Mater during their pre-service education. These influences showed that the SPED teacher respondents were trained to be responsible enough in handling duties and responsibilities with a mean of 4.53 which was interpreted as STRONGLY AGREE. On the contrary, the results also showed that the respondents did not see themselves as very influential to their co-teachers and superiors but it still garnered a high mean of 3.75. 3. How effective are the graduates of Special Education from different schools in terms of: a. Teaching styles, and The level of familiarity of the teacher respondents in different teaching strategies with regards to their alma mater got the composite of 4.32. With respect to exposing of the teacher respondents by their alma mater in different learning environment and activities had the highest mean of 4.38, these learning environment and activities helped the teachers gain familiarity to different techniques in teaching.

12

FAR EASTERN UNIVERSITY On the other hand, practicing of the styles they have acquired to their alma mater and the respondents saying that their alma mater taught them different strategies came last with the mean of 4.25. But this doesnt mean that their alma mater didnt equip them with various teaching strategies they need in presenting the lesson to their students because it still had a high mean. Nonetheless, having the mastery and familiarity with different teaching strategies will essentially help the teachers in demonstrating the lesson to their students. b. Classroom management? The over-all mean of 4.30 of the level of effectiveness of the SPED teacher respondents in terms of classroom management revealed that the Alma Maters influences honed them to be effective and efficient managers of the classroom. Given the findings, with the mean of 4.40, it was confirmed that teacher respondents were effective in organizing students records and in using different reinforcement as a tool in maintaining the orderliness of their classrooms. On the other hand, the special education teacher respondents showed that they have not fully acquired the skills in organizing classroom facilities as how they looked at their Alma Mater. This item got a mean of 4.10. It may mean that the respondents have their own perspectives on how they will organize their classroom facilities.

13

FAR EASTERN UNIVERSITY 4. What is the level of competition among the Special Education teacher respondents? The level of competition among the SPED teacher respondents is high with a composite mean of 3.69. With regards to the attendance of seminars, workshops, and trainings, this statement is the most influential with the mean of 4.43. On the other hand, the lowest got 2.63 which showed the undefined competition in terms of their differences in the Alma Mater. Nonetheless, the results exhibits that there is a healthy competition present in their environment. Respondents feel that they need to work harder to help themselves grow and develop professionally. Furthermore, the data shows that there is no frustration on them in terms of the popularity of the Alma Mater where their co-teachers came from. Conclusion The socio-demographic profile of the teachers showed that the teaching profession is still dominated by the female teachers. It also revealed that Special Education Teachers working in private schools in Manila have the age range from 20 years old to 30 years old. This emphasize that young professionals outnumbered the seniors in the field. The age range of the Special Education Teachers is associated to their level of educational attainment and years of teaching experience. Most of the SPED teachers have b achelors degree and has a 1 month to 3 year teaching experience. It was delve in the research that there is a relationship and an underlying influence of the Alma Mater to its graduates.

14

FAR EASTERN UNIVERSITY As the Alma Maters being influential institutions, they have an advocacy to promote professional growth and development. School institutions strive their very best to provide quality educational programs for the benefit of their students. The study showed that Special Education Teachers level of competency was greatly affected by their Alma Mater. They have implied and integrated the generic and specific-discipline competency that they have acquired in their Alma Mater in the present working environment. All of the skills that they have obtained are essential and practical towards the execution of their duties and responsibilities as a professional. In the work published by Davies (2001) regarding Confidence! Its Role in the Creative Teaching and Learning of Design and Technology, competency is considered a motivator and an indicator before obtaining confidence. Teachers in the study have the desire to acquire competency; they want to build and sharpen their skills because confidence lies in the areas of competency. It was found out that teachers were insecure even though they have the nature of their profession. Teachers have difficulty in understanding their professional roles because they were unable to execute confidence because of certain deficiencies, insecurities and lack of competencies. In relation to the study of Davies and this study, it can be concluded that the first step towards confidence and effectiveness is competency. One cannot go to the next level without acquiring the needed competencies in a chosen expertise. An individual must always have a weapon in executing the obligatory duties and responsibilities in the field.

15

FAR EASTERN UNIVERSITY With the data results, the researchers conclude that most of the teacher respondents can demonstrate and do their duties and responsibilities effectively to the maximum extent possible through the skills and knowledge that their Alma Maters have imparted. These serve as a tool for the SPED teachers to continue doing better in their profession. Researchers also conclude that even if the Special Education teacher respondents are effective enough in terms of facing their duties and responsibilities still they do not look at themselves as a very influential member of the faculty and to their superiors. They may be influential but not to the extent that they are interfering other teachers professional growth. In the study of Giallo and Little(2003), it was mentioned that Self-efficacy has been identified as an important predictor of teacher effort and persistence (Bandura, 1986; Emmer & Hickman, 1991); instructional effectiveness (Ashton & Webb, 1986; Gibson & Dembo, 1984); and efficient classroom organization, planning and practices (Gibson & Dembo, 1984; Pajares, 1992). (p.22). This means that self-efficacy which is associated to teachers effectiveness is a good factor to use in measuring teachers effort in improving his/her of teaching as well as how effective the instructions used by the teachers are. It

16

is therefore concluded that the respondents level of effectiveness is much seen in organizing and managing their students IEP files, class records and portfolio. The abilities of doing so are inferred to be an influence by the institution where they came from. This supported the researchers conclusion that the Alma Mater is a very influential place where students acquisition of the knowledge, skills, attitudes and values take place.

FAR EASTERN UNIVERSITY Amidst the differences that each of the teachers came from different colleges or universities and the culture that they were exposed to, competition remains to be healthy amongst the faculty members. It was found out that the main focus of teachers is to hone their potentials and skills; they take every chance and opportunity to learn from different seminars and workshops offered by their present school. SPED teachers perceive that each of them should act as equal partners towards the improvement and development of the students and the school institution itself; they are expected to work as one to achieve a common goal. The results that were gathered were in contrary of the study of Staw (2010) about The Psychology of Rivalry: A Relationally Dependent Analysis of Competition. He stressed that competition is always present in life and in some situations; employees want to be better from the other to attain promotion and grants. Staw (2010) mentioned that the cause of such competitions among individuals is that they tend to look on the similar characteristics valued identities or identities they strive for. On the other hand, although the findings of study emphasized that the gradua tes self-perception about their character did not influence them to compete to somebody else. Instead, this implies that competition happens within them, they want to improve their upbringing as professionals so that they can be a role model to their students and the institution. Recommendation The researchers recommend that Alma Maters should provide a variety of opportunities to their undergraduates so that they boost and enhance their level of competency, confidence and effectiveness.

17

FAR EASTERN UNIVERSITY School administrators should refine their curriculum; they should set high standards with specific, measurable, attainable to be able to cover the vital contents that will produce well rounded professionals. Educational programs and activities like field studies, observational child studies, practice teaching and hands on learning experiences should be established in order to expose and hone the potentialities of their students. These things will enable students to have awareness and preparedness with regards to their specialization. Seminars and workshops involving different students from universities or colleges should be implemented in order to improve socialization and inter-personal relationship. These will help address the diversity and build confidence to students. Furthermore, scholarship grants and incentives will be provided for highly qualified students to pursue their profession even better and harder. Advertisements will also be effective in order to entice individuals, most especially males as to how successful teaching profession can be. All of these learning experiences will give awareness and preparation to the students of the real situation in the field. The researchers recommend that the aspiring special education teachers should prioritize their learning so that they can master and execute the duties and responsibilities that will be entrusted to them in the long run. In accordance with the study, they should use the acquired influence from their Alma Mater in the appropriate manner; to utilize the knowledge, skills, values and attitudes that they have received. The researchers recommend that school administrators of school institution should provide teachers a wide range of programs and activities that will help build their professional growth and development.

18

FAR EASTERN UNIVERSITY Trainings, seminars and workshops that give knowledge about the different teaching strategies and classroom management should be implemented. This is to help teachers maximize their potentials to the extent possible. These would also help them to facilitate efficient learning to children with special needs. In order to build a positive harmonious working environment, school administrators should produce and organize fruitful and substantive faculty activities so that all SPED teachers will be able to know their co-faculty deeper. These would help each of the faculty members gain mutual trust and confidence with one another. Team buildings, out of school trips and faculty meetings are a few to establish open communication amongst faculty members. By doing these, it will minimize insecurities, competition, anxieties, stress, inferiority, superiority and diversity as to these teachers came from different universities. In addition, the researchers propose to every SPED teacher to do their 100% in teaching. They should also be confident with what they can do as a teacher because the teachers upbringing first starts within oneself. For a teacher to be highly effective in the field, he/she should take all the good points that his/her Alma Mater is providing. Effectiveness of a teacher starts from own experiences provided by their college degrees and these experiences hone them as professionals. The researchers recommend that student teachers should take their courses seriously because it will lead them to have brighter future. For those who are in the field, continue striving for excellence for your own growth and development. The researchers suggest that in-service teachers should be a positively influence towards one another so that teachers will be able to achieve their goals hand-in-hand. Through this, all teachers will be effective in their profession.

19

FAR EASTERN UNIVERSITY BIBLIOGRAPHY Ampomah, M, et.al. (2013). Alumni Perceptions of Their Alma Mater of a Public University in Ghana. Journal of Education and Practice. Ashby, P. et.al. (2008). Beginner Teachers Experiences of Initial Teacher Preparation Induction and Early Professional Development. Research Report DCSF-RW076 Bandura, A., (1977). Social Learning Theory. New Jersey: Prentice-Hall, Inc. Daguplo, M. (2013). Teaching Competence of the Graduate Education Faculty. http://dx.doi.org/10.7719/jpair.v11i1.196 Davies, T. (2000). Confidence: Its Role In The Creative Teaching and Learning of Design and Technology. Journal of Technology Education, Vol. 12 No. 1 Ertmer, P., Ottenbreit-Leftwich, A., (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs , and Culture Intersect. JRTE, Volume 42, No. 3, pp. 269 Gavin, K. (2010). The Psychology of Rivalry: A Relationally Dependent Analysis of Competition. Academy of Management Journal, Vol. 53, No. 5, 943-969 Giallo, R. & Little, E. (2003). Classroom Behaviour Problems: The Relationship between Preparedness, Classroom Experiences, and Self-efficacy in Graduate and Student Teachers. Australian Journal of Educational & Developmental Psychology. Vol 3, 2003, pp 21-34 Goe, L. (2008), et.al. Approaches to Evaluating Teacher Effectiveness: A Research Synthesis. National Comprehensive Center for Teacher Quality. Grusec, J., (1992). Social Learning Theory and Developmental Psychology: The Legacies of Robert Sears and Albert Bandura. American Psychological Associations, Inc., Vol. 28, No. 5, pp. 776-786 Henson, R. (2001). Teacher Self-Efficacy: Substantive Implications and Measurement Dilemmas. 76203-1337 James, K. et.al. (2005). Self-esteem, Confidence and Adult Learning Briefing Sheet Kerstens, I. (2007). The Study of Alumni: Professional Success, Commitment to the University, and the Role of the Academic Learning Environment

20

FAR EASTERN UNIVERSITY Kessel, J. et.al. (2009). Relationships between Special Education, Confidence, Knowledge and Selected Demographics for Agricultural Education Student Teachers. Journal of Agricultural Education Volume 50, Number2, pp. 52 61 Klassen, R. & Chiu, M. (2010). Effects on Teachers Self-Efficacy and Job Satisfaction: Teacher Gender, Years of Experience, and Job Stress. Journal of Educational Psychology, Vol. 102, No. 3, 741756 Ko, J., Bakkum, L., Sammons, P. (2013). Effective Teaching: A Review of Research and Evidence. CfBT Education Trust 2013. Liakopoulou, M. (2011). The Professional Competence of Teachers: Which qualities, attitudes, skills and knowledge contribute to a teachers effectiveness?. International Journal of Humanities and Social Science, Vol. 1 No. 21 McBer, H., (2000). Research into Teacher Effectiveness: A model of Teacher Effectiveness. Crown Copyright Ross, A. (2007). Teachers Constructions of Cooperation, Competition and Citizenship: A Comparison of Teachers in London Budapest and Ljubljana. Citizenship Teaching and Learning Vol. 3, No.1 Russel-Bowie, D., (2012). Developing Preservice Primary Teachers Confidence and Competence in Arts Education using Principles of Authentic Learning. Australian Journal of Teacher Education Vol 37, Issue 1, Article 4, pp. 62 Skaalvik, E. , Skaalvik, S. (2009). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education 26, 1059e1069 Woo, J. (2011). Pre-service Teachers Confidence Levels in Working with Students with Special Needs. Electronic Journal for Inclusive Education , Vol. 2. Zummo, K. (2011). How are alumni perceptions of and behavior toward their alma mater affected by employment at the alma mater? Sylva, K., (1994). School influences on Childrens Development. J- Child Psychol. Psychiat. Vol. 35, No. 1, pp. 135-170

21