Teacher efficacy: capturing an elusive construct

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.

In this study, the authors developed and factor analyzed the Norwegian Teacher Self-Efficacy Scale. They also examined relations among teacher self-efficacy, perceived collective teacher efficacy, external control (teachers' general beliefs about limitations to what can be achieved through education), strain factors, and teacher burnout. Participants were 244 elementary and middle school teachers. The analysis supported the conceptualization of teacher self-efficacy as a multidimensional construct. They found strong support for 6 separate but correlated dimensions of teacher self-efficacy, which were included in the following subscales: Instruction, Adapting Education to Individual Students' Needs, Motivating Students, Keeping Discipline, Cooperating With Colleagues and Parents, and Coping With Changes and Challenges. They also found support for a strong 2nd-order self-efficacy factor underlying the 6 dimensions. Teacher self-efficacy was conceptually distinguished from perceived collective teacher efficacy and external control. Teacher self-efficacy was strongly related to collective teacher efficacy and teacher burnout.

https://psycnet.apa.org/journals/edu/99/3/611.pdf

Dimensions of Teacher Self-Efficacy and Relations with Strain Factors, Perceived Collective Teacher Efficacy, and Teacher Burnout.

Relationships among teachers' and students' thinking skills, sense of efficacy, and student achievement.

Prediction of Success in Student Teaching as a Criterion for Selection in Teacher Education Programs.

Les AA. examinent la nature de la transition que vivent les enseignants retournant en salle de classe apres avoir complete leurs etudes superieures

Myrna L. Greene

Papers

Relationships among teachers' and students' thinking skills, sense of efficacy, and student achievement.

Prediction of Success in Student Teaching as a Criterion for Selection in Teacher Education Programs.

The Forgotten Link: Transitions from Graduate School to Classroom Teaching.