Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature

Teachers' efficacy beliefs are thought to influence not only their motivation and performance but also the achievement of their students. Scholars have therefore turned their attention toward the sources underlying these important teacher beliefs. This review seeks to evaluate the ways in which...

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Bibliographic Details
Published in:Educational psychology review 2017-12, Vol.29 (4), p.795-833
Main Authors: Morris, David B., Usher, Ellen L., Chen, Jason A.
Format: Article
Language:English
Subjects:
Academic Achievement
Belief & doubt
Child and School Psychology
Correlation
Education
Educational Psychology
Educational Research
Learning and Instruction
Literature Reviews
REVIEW ARTICLE
Self Efficacy
Teacher Attitudes
Teacher Motivation
Teachers
Teaching
Teaching Methods
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Summary:Teachers' efficacy beliefs are thought to influence not only their motivation and performance but also the achievement of their students. Scholars have therefore turned their attention toward the sources underlying these important teacher beliefs. This review seeks to evaluate the ways in which researchers have measured and conceptualized the sources of teaching self-efficacy across 82 empirical studies. Specifically, it aims to identify what can be inferred from these studies and what important questions still remain about the origins of teachers' efficacy beliefs. Results indicate that a number of methodological shortcomings in the literature have prevented a clear understanding of how teachers develop a sense of efficacy. Nonetheless, insights gleaned from existing research help to refine, and to expand, theoretical understandings of the sources of self-efficacy and their influence in the unique context of teaching. Implications for future research and practice are addressed.
ISSN:1040-726X
1573-336X
DOI:10.1007/s10648-016-9378-y