Teacher Efficacy: Its Meaning and Measure

Abstract

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.

Autoeficácia no campo educacional: revisão das publicações em periódicos brasileiros

“…Na docência, outro domínio ao qual se referemas investigações no campo educacional, a AE é definida como o julgamento que o professor faz acerca de suas capacidades para ensinar, mesmo os alunos desinteressados e desmotivados (Tschannen-Moran & Woolfolk Hoy, 2007). Está relacionada à maneira como os professores encaram a profissão, estruturam suas aulas e até mesmo à concepção de que todos os alunos podem aprender, inclusive aqueles que apresentam dificuldades de aprendizagem (Gibbs, 2003;Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998). Professores com crenças de AE mais fortes julgam-se capazes de intervir e influenciar a aprendizagem dos alunos (Tschannen-Moran & Woolfolk Hoy, 2001) e, por consequência, empregam diferentes estratégias de ensino em suas aulas (Ozder, 2011), utilizam abordagens diferentes (Onofre, Carreiro da Costa, & Garcia, 2001); são mais satisfeitos e apresentam maiores níveis de motivação para ensinar (Caprara & cols., 2006).…”

Development of the Mathematics Teaching Efficacy Beliefs Instrument Korean Version for Elementary Preservice Teachers

“…A teacher' s sense of self-efficacy depends on the situation or the context that a teacher faces (Bandura, 1997;Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998). Thus, appropriate methods of measuring a construct within teacher efficacy have grown as one of major issues (Tschannen-Morann et al, 1998).…”

“…Researchers have been claimed that self-efficacy is most suitably measured within the context of specific behaviors (Henson, Kogan, & Vacha-Haase, 2001;Pajares, 1996). But, there is a warning that the development of measures not be so specific that they lose their predictive power and only address very particular skills or context (Tschannen-Moran et al, 1998). With this understanding about the specification of teacher efficacy, there is research need of developing an instrument to measure teaching efficacy in a subject matter.…”

Incorporating the Principles of Critical Pedagogy into a Teacher Efficacy Measure

“…Teacher effectiveness, for instance, has been repeatedly associated with verbal skills, content knowledge, pedagogical techniques, cultural sensitivity, technological proficiency and interpersonal skills (Settlage, Southerland, Moore, & Schademan, 2003). In this long list, teacher sense of efficacy with a history of more than two decades, has received more attention (Tschannen-Moran et al, 1998).…”

“…More specifically, since the effectiveness of any education program is attributable, to a great extent, to the effectiveness of teachers in discharging responsibilities defined for them in different capacities, researchers throughout the history of education, especially in the last few decades, have sought those teacher characteristics which guarantee positive teaching behavior and student outcomes (Henson, 2001;Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998). Teacher effectiveness, for instance, has been repeatedly associated with verbal skills, content knowledge, pedagogical techniques, cultural sensitivity, technological proficiency and interpersonal skills (Settlage, Southerland, Moore, & Schademan, 2003).…”