Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being

Abstract

This study integrates 40 years of teacher self-efficacy (TSE) research to explore the consequences of TSE for the quality of classroom processes, students’ academic adjustment, and teachers’ psychological well-being. Via a criteria-based review approach, 165 eligible articles were included for analysis. Results suggest that TSE shows positive links with students’ academic adjustment, patterns of teacher behavior and practices related to classroom quality, and factors underlying teachers’ psychological well-being, including personal accomplishment, job satisfaction, and commitment. Negative associations were found between TSE and burnout factors. Last, a small number of studies indicated indirect effects between TSE and academic adjustment, through instructional support, and between TSE and psychological well-being, through classroom organization. Possible explanations for the findings and gaps in the measurement and analysis of TSE in the educational literature are discussed.

Special Educators’ Teaching Self-Efficacy Determination: A Quantitative Approach

“…The success of educators in applying alternative instruction strategies by using a range of assessment strategies and by constructing correct and representative questions for students does not only indicate the effect of training and the high level of their studies, but it also confirms the effect of the low average age, which automatically sets them away from situations of intense stress and professional exhaustion, which do not plague young educators. This fact is confirmed by relevant studies, which show that there is a minimal correlation between prior experience and efficacy concerning classroom instruction strategies (Zee & Koomen, 2016;Dixon, Yssel, McConnell, & Hardin, 2014;Prieto & Altmaier, 1994).…”

One more reason to learn a new language: Testing academic self-efficacy transfer at junior high school

“…Secondary school teachers use higher standards to assess students' work than their elementary school counterparts (Eccles & Midgley, 1989). This issue combined with the lower self-efficacy that many teachers in junior high school report (important for supporting students' adjustment to new learning environments; Zee & Koomen, 2016), relative to their elementary school counterparts across a broad spectrum of factors (Eccles et al, 1993), means that students face numerous threats to their academic self-efficacy on entering junior high school.…”

Examining the Relationship between Pre-Service Teachers’ Critical Thinking Disposition, Problem Solving Skills and Teacher Self-Efficacy

“…Finally, individuals' physical and emotional states can affect their self-efficacy beliefs. In this regard, self-efficacy of teachers is related to their feelings of competence in their classes (Marri, Ahn, Fletcher, Heng & Hatch, 2012), the quality of classroom teaching (Zee & Koomen, 2010), student behaviors, professional experience (Egyed & Short, 2006), job satisfaction (Viel-Ruma, Houchins, Jolivette & Benson, 2010) and accountability pressure (Ford, Sickle, Clark, Fazio-Brunson & Schween, 2014).…”