Teacher efficacy: capturing an elusive construct

https://science.sciencemag.org/content/sci/5/110/206.full.pdf

The american psychological association.

The authors propose a model of the prosocial classroom that highlights the importance of teachers’ social and emotional competence (SEC) and wellbeing in the development and maintenance of supportive teacher–student relationships, effective classroom management, and successful social and emotional learning program implementation. This model proposes that these factors contribute to creating a classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students. Furthermore, this article reviews current research suggesting a relationship between SEC and teacher burnout and reviews intervention efforts to support teachers’ SEC through stress reduction and mindfulness programs. Finally, the authors propose a research agenda to address the potential efficacy of intervention strategies designed to promote teacher SEC and improved learning outcomes for students.

/pdf/the-prosocial-classroom-teacher-social-and-emotional-25zmo7aytk.pdf

The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes:

1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

Organizational learning II: Theory, method and practice

The theoretical and empirical underpinnings of teacher efficacy are examined to bring coherence to the construct and its measurement. First, we explore the correlates of teacher efficacy revealed using various instruments and search for patterns that suggest a better understanding of the construct. Next, we introduce a model of teacher efficacy that reconciles two competing conceptual strands found in the literature. Then we examine implications of the research on teacher efficacy for teacher preparation and suggest strategies for improving the efficacy of inservice teachers. Finally, we propose new directions for research in light of the proposed model.

https://www.uky.edu/~eushe2/Pajares/RERTeacherEfficacy1998.pdf

Teacher Efficacy: Its Meaning and Measure

Changes in teacher efficacy during the early years of teaching: A comparison of four measures

The differential antecedents of self-efficacy beliefs of novice and experienced teachers.

This article is a theoretical and empirical analysis of the construct of collective teacher efficacy. First, a model of collective efficacy was elaborated for use in schools. Then, an operational measure of collective teacher efficacy was developed, tested, and found to have strong reliability and reasonable validity. Finally, using the instrument to examine urban elementary schools in one large midwestern district, collective teacher efficacy was positively associated with differences between schools in student-level achievement in both reading and mathematics.

Anita Woolfolk Hoy

Papers

Teacher efficacy: capturing an elusive construct

Teacher Efficacy: Its Meaning and Measure

Changes in teacher efficacy during the early years of teaching: A comparison of four measures

The differential antecedents of self-efficacy beliefs of novice and experienced teachers.

Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Achievement