Teacher efficacy has been identified as a variable accounting for individual differences in teaching effectiveness. The purpose of the present study was to develop an instrument to measure teacher efficacy, provide construct validation support for the variable, and examine the relationship between teacher efficacy and observable teacher behaviors. Factor analysis of responses from elementary school teachers to a 30-item Teacher Efficacy Scale yielded two substantial factors that corresponded to Bandura's two-factor theoretical model of self-efficacy. A multitrait-multimethod analysis that supported both convergent and discriminant validity analyzed data from teachers on three traits (teacher efficacy, verbal ability, and flexibility) across two methods of measurement. Finally, classroom observation data related to academic focus and teacher feedback behaviors indicated differences between high-and low-efficacy teachers in time spent in whole class versus small group instruction, teacher use of criticism, and teacher lack of persistence in failure situations.

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