Robert M. Klassen

TL;DR: This article examined the relationships among teachers' years of experience, teacher characteristics (gender and teaching level), three domains of self-efficacy (instructional strategies, classroom management, and student engagement), two types of job stress (workload and classroom stress), and job satisfaction with a sample of 1,430 practicing teachers using factor analysis, item response modeling, systems of equations, and a structural equation model.

TL;DR: A review of teacher self-and collective efficacy research conducted from 1998 to 2009 is presented in this paper, which shows an increase in overall teacher efficacy research, methodological diversity, domain specificity, internationalization, and focus on collective efficacy.

TL;DR: In this article, the authors systematically analyzed the research exploring two psychological characteristics (selfefficacy and personality) and measures of teaching effectiveness (evaluated teaching performance and student achievement) and revealed a significant but small effect size of r ¯ =. 10 between overall psychological characteristics and teaching effectiveness.

TL;DR: In this article, the authors explored the relationship among academic procrastination, self-regulation, academic self-efficacy, selfesteem, and selfefficacy for self-regression.

TL;DR: In this paper, the authors test the validity of the Teachers' Sense of Self-Efficacy Scale (TSES) in five settings (Canada, Cyprus, Korea, Singapore, and United States) and establish the importance of the teacher self-efficacy construct across diverse teaching conditions.