Article
Reconceptualizing the Sources of Teaching Self-Efficacy: A Critical Review of Emerging Literature
Educational Psychology Review
(2016)
Abstract
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 selfefficacy
and their influence in the unique context of teaching. Implications for future research
and practice are addressed.
Keywords
- Teachers,
- Self-Efficacy,
- Sources of Self-Efficacy,
- Social Cognitive Theory
Disciplines
- Education,
- Curriculum and Instruction,
- Educational Psychology,
- Elementary Education and Teaching,
- Junior High, Intermediate, Middle School Education and Teaching,
- Other Teacher Education and Professional Development,
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education,
- Secondary Education and Teaching and
- Psychology
Publication Date
2016
DOI
10.1007/s10648-016-9378-y
Citation Information
David B Morris, Ellen L Usher and Jason A Chen. "Reconceptualizing the Sources of Teaching Self-Efficacy: A Critical Review of Emerging Literature" Educational Psychology Review (2016) Available at: http://works.bepress.com/jasonchen/22/