Teacher efficacy: maturing the construct through research in alternative paradigms

Labone, Elizabeth

doi:10.1016/j.tate.2004.02.013

Cited by 167 publications

(146 citation statements)

References 36 publications

Supporting

Mentioning

126

Contrasting

Unclassified

Order By: Relevance

“…Preservice and inservice teachers' self-efficacy beliefs are commonly examined through the theoretical lens of Bandura's (1977) social cognitive theory (Labone, 2004;Tschannen-Moran & Woolfolk Hoy, 2001). Within this theoretical perspective, Bandura acknowledged the role that cognitive factors play in the regulation of an individual's behavior.…”

mentioning

confidence: 99%

Preservice Teachers’ Culturally Responsive Teaching Self-Efficacy-Forming Experiences: A Mixed Methods Study

Siwatu

2011

The Journal of Educational Research

125

View full text Add to dashboard Cite

mentioning

confidence: 99%

Preservice Teachers’ Culturally Responsive Teaching Self-Efficacy-Forming Experiences: A Mixed Methods Study

Siwatu

2011

The Journal of Educational Research

125

View full text Add to dashboard Cite

“…3.1.2 Teacher efficacy: maturing the construct through research in alternative paradigms (Labone, 2004) Labone (2004) also refers to the underlying assumptions of critical theories and the emphasis they put on the vital role of schools within society in fostering issues of social justice and power. She foregrounds the necessity of extending teachers' role beyond classroom concerns and developing skills that enable students to change the life chances they possess.…”

Section: Conflicting Visions Of Teacher Controlmentioning

confidence: 99%

“…She foregrounds the necessity of extending teachers' role beyond classroom concerns and developing skills that enable students to change the life chances they possess. Labone (2004) argues that teacher efficacy research should consider types of efficacy that facilitate social reconstruction, whereas, as evidenced by the review she had done on teacher efficacy measures, they have focused more on instructional issues, for instance, within the classroom.…”

Section: Conflicting Visions Of Teacher Controlmentioning

confidence: 99%

“…Yet, it seems that the scales developed for measuring the construct of teacher efficacy mainly include items related to classroom-bound concerns such as efficacy for managing the class, giving effective instructional strategies, and engaging students. In other words, the set of values held in CP as its main premises seem to have been overlooked in the studies done on and the scales developed for measuring teacher efficacy (Labone, 2004).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Incorporating the Principles of Critical Pedagogy into a Teacher Efficacy Measure

Izadinia¹

2011

ELT

View full text Add to dashboard Cite

Although critical pedagogy has defined new roles for teachers through which they can step beyond classroom concerns, there seems to be little attention to these roles in the conceptualization and measures of teacher efficacy. This study was an attempt to review the available literature and measures of teacher efficacy to find out whether the principles of critical pedagogy have been incorporated into operational and theoretical aspects of teacher efficacy. The absence of these principles called for including such items in one of the most recent and valid teacher efficacy measures and construct validating the new scale.

show abstract

“…Researchers, including Labone (2004), Wheatley (2005) and Klassen et al (2011) have called for an increase in qualitative methods in teacher self-efficacy, arguing that such approaches will offer a deeper understanding of how teacher beliefs and teacher selfefficacy operate. The few teacher self-efficacy studies that use qualitative approaches utilise wide-ranging methods.…”

mentioning

confidence: 99%

Teachers’ self-efficacy: progressing qualitative analysis

Glackin

Hohenstein

2017

International Journal of Research & Method in Education

View full text Add to dashboard Cite

1 Teachers' Self-Efficacy: progressing qualitative analysis. AbstractTeacher self-efficacy has predominantly been explored using quantitative instruments such as Likert scales-based questionnaires. Several researchers have questioned these methods, suggesting they offer only a limited view of the concept. This paper considers their claim by exploring the self-efficacy of UK secondary science teachers participating in a two-year professional development programme using both traditional quantitative scales and qualitative methods, including interviews and lesson observations. The findings support the suggestion that traditional quantitative scales do not fully capture teacher self-efficacy and highlight inconsistencies between self-efficacy assessments through the different research approaches. We argue that to achieve a more complete and comprehensive picture of teacher self-efficacy, it is essential that traditional quantitative approaches are better triangulated and integrated with other sources of data, in particular lesson observations. We offer an emerging approach of how qualitative data sources might be used to develop this comprehensive picture.

show abstract

Teacher efficacy: maturing the construct through research in alternative paradigms

Cited by 167 publications

References 36 publications

Preservice Teachers’ Culturally Responsive Teaching Self-Efficacy-Forming Experiences: A Mixed Methods Study

Preservice Teachers’ Culturally Responsive Teaching Self-Efficacy-Forming Experiences: A Mixed Methods Study

Incorporating the Principles of Critical Pedagogy into a Teacher Efficacy Measure

Teachers’ self-efficacy: progressing qualitative analysis

Contact Info

Product

Resources

About