Skip to main content
SpringerLink
Log in

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

  • Review Article
  • Published:
Educational Psychology Review Aims and scope Submit manuscript

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 self-efficacy and their influence in the unique context of teaching. Implications for future research and practice are addressed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

References marked with an asterisk indicate sources of teaching self-efficacy studies included in the review

  • *Akkuzu, N. (2014). The role of different types of feedback in the reciprocal interaction of teaching performance and self-efficacy belief. Australian Journal of Teacher Education, 39(3), 37–66. doi:10.14221/ajte.2014v39n3.3.

  • *Al-Awidi, H. M. & Alghazo, I. M. (2012). The effect of student teaching experience on preservice elementary teachers’ self-efficacy beliefs for technology integration in the UAE. Educational Technology Research and Development, 60, 923–941. doi:10.1007/s114.

  • Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: a multivariate meta-analysis. Educational Psychology Review, 26, 101–126. doi:10.1007/s10648-013-9244-0.

    Article  Google Scholar 

  • Alviar-Martin, T., Randall, J. D., Usher, E. L., & Engelhard, G. (2008). Teaching civic topics in four societies: examining national context and teacher confidence. The Journal of Educational Research, 101, 177–188. doi:10.3200/JOER.101.3.177-188.

    Article  Google Scholar 

  • Auwarter, A. E., & Aruguete, M. S. (2008). Effects of student gender and socioeconomic status on teacher perceptions. Journal of Educational Research, 101, 243–246. doi:10.3200/JOER.101.4.243-24623-012-9239-4.

    Article  Google Scholar 

  • Avolio, B. J., Brass, B. M., & Jung, D. I. (1999). Re-examining the components of transformational and transactional leadership using the Multifactor Leadership Questionnaire. Journal of Occupational and Organizational Psychology, 72, 441–462. doi:10.1348/096317999166789.

    Article  Google Scholar 

  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavior change. Psychological Review, 84, 191–215. doi:10.1037/0033-295X.84.2.191.

    Article  Google Scholar 

  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122–147. doi:10.1037/0003-066X.37.2.122.

    Article  Google Scholar 

  • Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs: Prentice Hall.

    Google Scholar 

  • Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development (Six theories of child development, Vol. 6, pp. 1–60). Greenwich: JAI Press.

    Google Scholar 

  • Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248–287. doi:10.1016/0749-5978(91)90022-L.

    Article  Google Scholar 

  • Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman.

    Google Scholar 

  • Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (Vol. 5, pp. 307–337). Greenwich: Information Age Publishing.

    Google Scholar 

  • Basow, S. A. (1995). Student evaluations of college professors: when gender matters. Journal of Educational Psychology, 87, 656–665. doi:10.1037/0022-0663.87.4.656.

    Article  Google Scholar 

  • Bates, A. B., Latham, N., & Kim, J. (2011). Linking preservice teachers’ mathematics self-efficacy and mathematic teaching efficacy to their mathematical performance. School Science and Mathematics, 7, 325–333. doi:10.1111/j.1949-8594.2011.00095.x.

    Article  Google Scholar 

  • *Bautista, N. U. (2011). Investigating the use of vicarious and mastery experiences in influencing early childhood education majors’ self-efficacy beliefs. Journal of Science Teacher Education, 22, 333–349. doi:10.1007/s10972-011-9232-5.

  • *Bautista, N. U. & Boone, W. J. (2015). Exploring the impact of TeachMETM Lab virtual classroom teaching simulation on early childhood education majors’ self-efficacy beliefs. Journal of Science Teacher Education, 26, 237–262. doi:10.1007/s10972-014-9418-8.

  • Bleicher, R. E. (2004). Revisiting the STEBI-B: measuring self-efficacy in preservice elementary teachers. School Science and Mathematics, 104, 383–391. doi:10.1111/j.1949-8594.2004.tb18004.x.

    Article  Google Scholar 

  • *Bleicher, R. E. (2007). Nurturing confidence in preservice elementary science teachers. Journal of Science Teacher Education, 18, 841–860. doi:10.1007/sl0972-007-9067-2.

  • Bleicher, R. E., & Lindgren, J. (2005). Success in science learning and preservice science teaching self-efficacy. Journal of Science Teacher Education, 16, 205–225. doi:10.1007/s10972-005-4861-1.

    Article  Google Scholar 

  • Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: how different are they really? Educational Psychology Review, 15, 1–40. http://dx.doi.org/I040-7Z6X/03/0300-0001/0.

    Article  Google Scholar 

  • Braga, M., Paccagnella, M., & Pellizzari, M. (2014). Evaluating students’ evaluations of professors. Economics of Education Review, 41, 71–88. doi:10.1016/j.econedurev.2014.04.002.

    Article  Google Scholar 

  • *Brand, B. R., & Wilkins, J. L. M. (2007). Using self-efficacy as a construct for evaluating science and mathematics methods courses. Journal of Science Teacher Education, 18, 297–317. doi:10.1007/s10972-007-9038-7.

  • Brouwers, A., & Tomic, W. (2001). The factorial validity of scores on the teacher interpersonal self-efficacy scale. Educational and Psychological Measurement, 61, 433–445. doi:10.1177/00131640121971301.

    Article  Google Scholar 

  • *Bruce, C. D., Esmonde, I., Ross, J., Dookie, L., & Beatty, R. (2010). The effect of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement. Teaching and Teacher Education, 26, 1598–1608. doi:10.1016/j.tate.2010.06.011.

  • Buehl, M. M., & Fives, H. (2009). Exploring teachers’ beliefs about teaching knowledge: where does it come from? Does it change? Journal of Experimental Education, 77, 367–408. doi:10.3200/JEXE.77.4.367-408.

    Article  Google Scholar 

  • *Burton, J. P., Bamberry, N. J., & Harris-Boundy, J. (2005). Developing personal teaching efficacy in new teachers in university settings. Academy of Management Learning & Education, 4, 160–173. doi:10.5465/AMLE.2005.17268563.

  • *Cantrell, P., Young, S., & Moore, A. (2003). Factors affecting science teaching efficacy of preservice elementary teachers. Journal of Science Teacher Education, 14, 177–192. doi:10.1023/A:1025974417256.

  • *Capa Aydin, T., & Woolfolk Hoy, A. (2005). What predicts teacher self-efficacy? Academic Exchange Quarterly. 9(4), 123–128.

  • Carrell, S., & West, J. (2010). Does professor quality matter? Evidence from random assignment of students to professors. Journal of Political Economy, 118, 409–432. doi:10.1086/653808.

    Article  Google Scholar 

  • Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270–295. doi:10.1006/ceps.2001.1094.

    Article  Google Scholar 

  • *Chacon, C. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21, 257–272. doi:10.1016/j.tate.2005.01.001.

  • Chen, J. A., & Usher, E. L. (2013). Profiles of the sources of science self-efficacy. Learning and Individual Differences, 24, 11–21. doi:10.1016/j.lindif.2012.11.002.

    Article  Google Scholar 

  • *Chong, W. A. & Kong, C. A. (2012). Teacher collaborative learning and teacher self-efficacy: the case of lesson study. Journal of Experimental Education, 80, 263–283. doi:10.1080/00220973.2011.596854.

  • Clance, P. R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women: dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15, 241–247. doi:10.1037/h0086006.

    Article  Google Scholar 

  • *Cone, N. (2009). Community-based service-learning as a source of personal self-efficacy: preparing preservice elementary teachers to teach science for diversity. School Science and Mathematics, 109, 20–30. doi:10.1111/j.1949-8594.2009.tb17859.x.

  • Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher preparation: how well do different pathways prepare teachers to teach? Journal of Teacher Education, 53, 286–302. doi:10.1177/0022487102053004002.

    Article  Google Scholar 

  • *DeChenne, S. E., Koziol, N., Needham, M., & Enochs, L. (2015). Modeling sources of teaching self-efficacy for science, technology, engineering, and mathematics graduate teaching assistants. Life Sciences Education, 14, 1–14. doi:10.1187/cbe.14-09-0153.

  • Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: development end use of the TEBS-Self. Teaching and Teacher Education, 24, 751–766. doi:10.1016/j.tate.2007.02.010.

    Article  Google Scholar 

  • Di Fabio, A., & Palazzeschi, L. (2008). Emotional intelligence and self-efficacy in a sample of Italian high school teachers. Social Behavior and Personality, 36, 315–325. doi:10.2224/sbp.2008.36.3.315.

    Article  Google Scholar 

  • Duckworth, A. L., & Yeager, D. S. (2015). Measurement matters: assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4), 237–251. doi:10.3102/0013189X15584327.

    Article  Google Scholar 

  • Dweck, C. S. (2006). Mindset: the new psychology of success. New York: Random House.

    Google Scholar 

  • Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: preservice elementary scale. School Science and Mathematics, 90, 694–706. doi:10.1111/j.1949-8594.1990.tb12048.x.

    Article  Google Scholar 

  • Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student teaching? Analyzing efficacy, burnout and support during the student-teaching semester. Teaching and Teacher Education, 23, 916–934. doi:10.1016/j.tate.2006.03.013.

    Article  Google Scholar 

  • Friedman, I., & Kass, E. (2002). Teacher self-efficacy: a classroom-organization conceptualization. Teaching and Teacher Education, 18, 675–686. doi:10.1016/S0742-051X(02)00027-6.

    Article  Google Scholar 

  • *Gabriele, A. J., & Joram, E. (2007). Teachers’ reflection on their own reform-based teaching in mathematics: Implications for the development of teacher self-efficacy. Action in Teacher Education, 29, 3, 60–74. doi:10.1080/01626620.2007.10463461.

  • *Garvis, S. & Pendergast, D. (2011). An investigation of early childhood teacher self-efficacy beliefs in the teaching of arts education. International Journal of Education & the Arts, 12 (9), 1–15.

  • Gencer, A. S., & Cakıroglu, J. (2007). Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23, 664–675. doi:10.1016/j.tate.2005.09.013.

    Article  Google Scholar 

  • Gibson, S., & Dembo, M. (1984). Teacher efficacy: a construct validation. Journal of Educational Psychology, 76, 569–582. doi:10.1037/0022-0663.76.4.569.

    Article  Google Scholar 

  • *Gunning, A. M. & Mensah, F. M. (2011). Preservice elementary teachers’ development of self-efficacy and confidence to teach science: a case study. Journal of Science Teacher Education, 22, 171–185. doi:10.1007/s10972-010-9198-8.

  • *Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to preschool teachers’ self-efficacy. Teaching and Teacher Education, 27, 961–968. doi:10.1016/j.tate.2011.03.008.

  • *Gurvitch, R., & Metzler, M. W. (2009). The effects of laboratory-based and field-based practicum experience on pre-service teachers’ self-efficacy. Teaching and Teacher Education, 25, 437–443. doi:10.1016/j.tate.2008.08.006.

  • Guskey, T. R. (1987). Context variables that affect measures of teacher efficacy. Journal of Educational Research, 81, 41–47. doi:10.1080/00220671.1987.10885795.

    Article  Google Scholar 

  • Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3/4), 381–391. doi:10.1080/135406002100000512.

    Article  Google Scholar 

  • Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: a study of construct dimensions. American Educational Research Journal, 31, 627–643. doi:10.3102/00028312031003627.

    Article  Google Scholar 

  • Guskey, T. R., & Yoon, K. S. (2009). What works in professional development? Phi Delta Kappan, 90(7), 495–500. doi:10.1177/003172170909000709.

    Article  Google Scholar 

  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112. doi:10.3102/003465430298487.

    Article  Google Scholar 

  • Haverback, H. R., & Parault, S. J. (2008). Pre-service reading teacher efficacy and tutoring: a review. Educational Psychology Review, 20, 237–255. doi:10.1007/s10648-008-9077-4.

    Article  Google Scholar 

  • Henson, R. K. (2001). The effects of participation in teacher research on teacher efficacy. Teaching and Teacher Education, 17, 819–836. doi:10.1016/S0742-051X(01)00033-6.

    Article  Google Scholar 

  • Henson, R. K. (2002). From adolescent angst to adulthood: substantive implications and measurement dilemmas in the development of teacher efficacy research. Educational Psychologist, 37, 137–150. doi:10.1207/S15326985EP3703_1.

    Article  Google Scholar 

  • *Heppner, M. J. (1994). An empirical investigation of the effects of a teaching practicum on prospective faculty. Journal of Counseling and Development, 72, 500–509. doi:10.1002/j.1556-6676.1994.tb00980.x.

  • Holzberger, D., Philip, A., & Kunter, M. (2012). How teachers’ self-efficacy is related to instructional quality: a longitudinal analysis. Journal of Educational Psychology, 105, 774–786. doi:10.1037/a0032198.

    Article  Google Scholar 

  • Huberman, M. (1989). The professional life cycle of teachers. Teachers College Record, 91, 31–57.

    Google Scholar 

  • *Jamil, F., Downer, J., & Pianta, R. (2012). Associations of pre-service teachers’ performance, personality, and beliefs with teacher self-efficacy at program completion. Teacher Education Quarterly, 39 (4), 119–138.

  • Keeley, J., Zayac, R., & Correia, C. (2008). Curvilinear relationships between statistics anxiety and performance among undergraduate students: evidence for optimal anxiety. Statistics Education Research Journal, 7(1), 4–15.

    Google Scholar 

  • *Kieffer, K. M., & Henson, R. K. (2000). Development and validation of the sources of self-efficacy inventory (SOSI): exploring a new measure of teacher efficacy. Paper presented at the Annual Meeting of the National Council on Measurement in Education, New Orleans.

  • Kitsantas, A., Zimmerman, B., & Cleary, T. (2000). The role of observation and emulation in the development of athletic self-regulation. Journal of Educational Psychology, 91, 241–250. doi:10.1037/0022-0663.92.4.811.

    Google Scholar 

  • *Klassen, R. M. & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102, 741–756. doi:10.1037/a0019237.

  • *Klassen, R. M. & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36, 114–129. doi:10.1016/j.cedpsych.2011.01.002.

  • *Klassen, R. M. & Durksen, T. L. (2014). Weekly self-efficacy and work stress during the teaching practicum: a mixed methods study. Learning and Instruction, 33, 158–169. doi:10.1016/j.learninstruc.2014.05.003.

  • Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: a meta-analysis. Educational Research Review, 12, 59–76. doi:10.1016/j.edurev.2014.06.001.

    Article  Google Scholar 

  • Klassen, R. M., Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998–2009: signs of progress or unfulfilled promise? Educational Psychology Review, 23, 21–43. doi:10.1007/s10648-010-9141-8.

    Article  Google Scholar 

  • Kleinsasser, R. C. (2014). Teacher efficacy in teaching and teacher education. Teaching and Teacher Education, 44, 168–179. doi:10.1016/j.tate.2014.07.007.

    Article  Google Scholar 

  • Knoblauch, D., & Woolfolk Hoy, A. (2007). “Maybe I can teach those kids”. The influence of contextual factors on student teachers’ efficacy beliefs. Teaching and Teacher Education, 24, 166–179. doi:10.1016/j.tate.2007.05.005.

    Article  Google Scholar 

  • Labone, E. (2004). Teacher efficacy: maturing the construct through research in alternative paradigms. Teaching and Teacher Education, 20, 341–359. doi:10.1016/j.tate.2004.02.013.

    Article  Google Scholar 

  • Liaw, E. C. (2009). Teacher efficacy of pre-service teachers in Taiwan: the influence of classroom teaching and group discussion. Teaching and Teacher Education, 25, 176–180. doi:10.1016/j.tate.2008.08.005.

    Article  Google Scholar 

  • *Lumpe, A. T., Czerniak, C. M., Haney, J. J., & Beltyukova, S. (2012). Beliefs about teaching science: the relationship between elementary teachers’ participation in professional development and student achievement. International Journal of Science Education, 34 (2), 153–166. doi:10.1080/09500693.2010.551222.

  • Lumpe, A. T., Haney, J. J., & Czerniak, C. M. (2000). Assessing teachers’ beliefs about their science teaching context. Journal of Research in Science Teaching, 37(3), 275–292. doi:10.1002/(SICI)1098-2736(200003)37:3<275::AID-TEA4>3.0.CO;2-2.

    Article  Google Scholar 

  • *Mansfield, C. & Woods-McConney, A. (2012). “I didn’t always perceive myself as a science person”: examining development of efficacy for primary science teaching. Australian Journal of Teacher Education, 37(10), 37–52. doi:10.14221/ajte.2012v37n10.5

  • Marsh, H. W. (1990). A multidimensional, hierarchical self-concept: theoretical and empirical justification. Educational Psychology Review, 2, 77–172. doi:10.1007/BF01322177.

    Article  Google Scholar 

  • Marsh, H. W. (1993). Academic self-concept: theory, measurement, and research. In J. Suls (Ed.), Psychological perspectives on the self (Vol. 4, pp. 59–98). Hillsdale: Erlbaum.

    Google Scholar 

  • Martinussen, R., Ferrari, J., Aitken, M., & Willows, D. (2015). Pre-service teachers’ knowledge of phonemic awareness: relationship to perceived knowledge, self-efficacy beliefs, and exposure to a multimedia-enhanced lecture. Annals of Dyslexia, 65(3), 142–158. doi:10.1007/s11881-015-0104-0.

    Article  Google Scholar 

  • Mashburn, A., Hamre, B., Downer, J., & Pianta, R. (2006). Teacher and classroom characteristics associated with teachers’ ratings of pre-kindergartners relationships and behaviors. Journal of Psychoeducational Assessment, 24, 367–380. doi:10.1177/0734282906290594.

    Article  Google Scholar 

  • Maslach, C., Jackson, S. E., & Leiter, M. P. (1997). Maslach burnout inventory. In C. P. Zalaquett & R. J. Wood (Eds.), Evaluating stress: a book of resources (3rd ed., pp. 191–218). Lanham: Scarecrow Press.

    Google Scholar 

  • *McDonnough, J. T., & Matkins, J. J. (2010). The role of field experience in elementary preservice teachers’ self-efficacy and ability to connect research to practice. School Science and Mathematics, 110, 13–23. doi:10.1111/j.1949-8594.2009.00003.x.

  • *McDonnough, J. T., & Matkins, J. J. (2010). The role of field experience in elementary preservice teachers’ self-efficacy and ability to connect research to practice. School Science and Mathematics, 110, 13–23. doi:10.1111/j.1949-8594.2009.00003.x.

  • *Milner, H. R. (2002). A case study of an experienced English teacher’s self-efficacy and persistence through “crisis” situations: theoretical and practical considerations. High School Journal, 86, 28–35. doi:10.1353/hsj.2002.0020.

    Article  Google Scholar 

  • *Milner, H. R., & Woolfolk Hoy, A. (2003). A case study of an African American teacher’s self-efficacy, stereotype threat, and persistence. Teaching and Teacher Education, 19, 263–276. doi:10.1016/S0742-051X(02)00099-9.

    Article  Google Scholar 

  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108, 1017–1054. doi:10.1111/j.1467-9620.2006.00684.x.

    Article  Google Scholar 

  • *Mohamadi, F. S., & Asadzadeh, H. (2012). Testing the mediating role of teachers’ self-efficacy beliefs in the relationship between sources of efficacy information and students’ achievement. Asia Pacific Educational Review, 13, 427–433. doi:10.1007/s12564-011-9203-8.

    Article  Google Scholar 

  • *Morris, D. B., & Usher, E. L. (2011). Developing teaching self-efficacy in research institutions: a study of award-winning professors. Contemporary Educational Psychology, 36, 232–245. doi:10.1016/j.cedpsych.2010.10.005.

    Article  Google Scholar 

  • *Morris, D. B., & Usher, E. L. (2013, April). Sources of teaching self-efficacy: preliminary steps in the measurement of multifaceted constructs. Paper presented at the meeting of the American Educational Research Association, San Francisco

  • Moseley, C., & Taylor, B. (2011). Analysis of environmental and general science teaching efficacy among instructors with contrasting class ethnicity distribution: a four-dimensional assessment. School Science and Mathematics, 111(5), 199–208. doi:10.1111/j.1949-8594.2011.00079.x.

    Article  Google Scholar 

  • Mottet, T. P., Beebe, S. A., Raffeld, P. C., & Medlock, A. L. (2004). The effects of student verbal and nonverbal responsiveness on teacher self-efficacy and job satisfaction. Communication Education, 53, 150–163. doi:10.1080/03634520410001682410.

    Article  Google Scholar 

  • *Moulding, L. R., Stewart, P. W., & Dunmeyer, M. L. (2014). Pre-service teachers’ sense of efficacy: relationship to academic ability, student teaching placement characteristics, and mentor support. Teaching and Teacher Education, 41, 60–66. doi:10.1016/j.tate.2014.03.007.

    Article  Google Scholar 

  • Mulholland, J., Dorman, J. P., & Odgers, B. M. (2004). Assessment of science teaching efficacy of preservice teachers in an Australian university. Journal of Science Teacher Education, 15, 313–331. doi:10.1023/B:JSTE.0000048334.44537.86.

    Article  Google Scholar 

  • *Mulholland, J., & Wallace, J. (2001). Teacher induction and elementary science teaching: enhancing self-efficacy. Teaching and Teacher Education, 17, 243–261. doi:10.1016/S0742-051X(00)00054-8.

    Article  Google Scholar 

  • *Oh, S. (2011). Preservice teachers’ sense of efficacy and its sources. Psychology, 3, 235–240. doi:10.4236/psych.2011.23037.

    Google Scholar 

  • *O’Neil, S., & Stephenson, J. (2012). Exploring Australian pre-service teachers sense of efficacy, its sources, and some possible influences. Teaching and Teacher Education, 28, 535–545. doi:10.1016/j.tate.2012.01.008.

    Article  Google Scholar 

  • Pajares, F. (1994). Inviting self-efficacy: the role of invitations in the development of confidence and competence in writing. Journal of Invitational Theory and Practice, 3, 13–24.

    Google Scholar 

  • Pajares, F. (2006). Self-efficacy during childhood and adolescence: implications for teachers and parents. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 117–137). Greenwich: Information Age Publishing.

    Google Scholar 

  • *Palmer, D. H. (2006a). Durability of changes in self-efficacy of preservice primary teachers. International Journal of Science Education, 28, 655–671. doi:10.1080/09500690500404599.

    Article  Google Scholar 

  • *Palmer, D. H. (2006b). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36, 337–353. doi:10.1007/s11165-005-9007-0.

    Article  Google Scholar 

  • *Palmer, D. H. (2011). Sources of efficacy information in an inservice program for elementary teachers. Science Education, 95, 577–600. doi:10.1002/sce.20434.

    Article  Google Scholar 

  • *Phan, N. T. T., & Locke, T. (2015). Sources of self-efficacy of Vietnamese EFL teachers: a qualitative study. Teaching and Teacher Education, 52, 73–82. doi:10.1016/j.tate.2015.09.006.

    Article  Google Scholar 

  • Posnanski, T. J. (2002). Professional development programs for elementary science teachers: an analysis of teacher self-efficacy beliefs and a professional development model. Journal of Science Teacher Education, 13, 189–220. doi:10.1023/A:1016517100186.

  • Postareff, L., Lindblom-Ylanne, S., & Nevgi, A. (2008). A follow-up study of the effect of pedagogical training on teaching in higher education. Higher Education, 56, 29–43. doi:10.1007/s10734-007-9087-z.

    Article  Google Scholar 

  • *Poulou, M. (2007). Personal teaching efficacy and its sources: student teachers’ perceptions. Educational Psychology, 27, 191–218. doi:10.1080/01443410601066693.

    Article  Google Scholar 

  • Raudenbush, S. W., Rowan, B., & Cheong, Y. F. (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education, 65, 150–167. doi:10.2307/2112680.

    Article  Google Scholar 

  • Reiman, A. J., & Edelfelt, R. A. (1991). Questionnaire for beginning teachers and mentor teachers. In P. E. Lester & L. E. Bishop (Eds.), Handbook of tests and measurement in education and the social sciences (pp. 109–112). Lancaster: Technomic.

    Google Scholar 

  • Riggs, I. M., & Enochs, L. G. (1990). Toward the development of an elementary teachers’ science teaching efficacy belief instrument. Science Education, 74, 625–637. doi:10.1002/sce.3730740605.

    Article  Google Scholar 

  • *Ross, J. A., & Bruce, C. (2007). Professional development effects on teacher efficacy: results of randomized field trial. The Journal of Educational Research, 101, 50–60. doi:10.3200/JOER.101.1.50-60.

    Article  Google Scholar 

  • Ross, J. A., Cousins, J. B., & Gadalla, T. (1996). Within-teacher predictors of teaching efficacy. Teaching and Teacher Education, 12, 385–400. doi:10.1016/0742-051X(95)00046-M.

    Article  Google Scholar 

  • Ross, J. A., Cousins, J. B., Gadalla, T., & Hannay, L. (1999). Administrative assignment of teachers in restructuring secondary schools: the effect of out-of-field course responsibility on teacher efficacy. Educational Administration Quarterly, 35, 782–804. doi:10.1177/00131619921968824.

    Article  Google Scholar 

  • Rots, I., Aelterman, A., Vlerick, P., & Vermeulen, K. (2007). Teacher education, graduates’ teaching commitment and entrance into the teaching profession. Teaching and Teacher Education, 23, 543–556. doi:10.1016/j.tate.2007.01.012.

    Article  Google Scholar 

  • Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80, 1–28. doi:10.1037/h0092976.

  • *Ruble, L. A., Usher, E. L., & McGrew, J. H. (2011). Preliminary investigation of the sources of self-efficacy among teachers of students with autism. Focus on Autism and Other Developmental Disabilities, 26, 67–74. doi:10.1177/1088357610397345.

    Article  Google Scholar 

  • *Salanova, M., Llorens, S., & Schaufeli, W. B. (2011). Yes, I can, I feel good & I just do it! On gain cycles and spirals of efficacy beliefs, affect, and engagement. Applied Psychology: An International Review, 60, 255–285. doi:10.1111/j.1464-0597.2010.00435.x.

    Article  Google Scholar 

  • Sandholtz, J. H., & Ringstaff, C. (2011). Reversing the downward spiral of science instruction in K-2 classrooms. Journal of Science Teacher Education, 22, 513–533. doi:10.1007/s10972-011-9246-z.

    Article  Google Scholar 

  • Schunk, D. H. (1984). Sequential attributional feedback and children’s achievement behaviors. Journal of Educational Psychology, 76, 1159–1169. doi:10.1037/0022-0663.76.6.1159.

    Article  Google Scholar 

  • Schunk, D. H., & Hanson, A. R. (1989). Influence of peer-model attributes on children's beliefs and learning. Journal of Educational Psychology, 81, 431–434. doi:10.1037/0022-0663.81.3.431.

  • Schwarzer, R., & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: mediation analyses [Special issue]. Applied Psychology: An International Review. Special Issue: Health and Well-Being, 57, 152–171.

    Article  Google Scholar 

  • Schwerdtfeger, A., Konermann, L., & Schonhofen, K. (2008). Self-efficacy as a health-protective resource in teachers? A biopsychological approach. Health Psychology, 27, 358–368. doi:10.1037/0278-6133.27.3.358.

    Article  Google Scholar 

  • Shen, Y. E. (2009). Relationships between self-efficacy, social support and stress coping strategies in Chinese primary and secondary school teachers. Stress and Health: Journal of the International Society for the Investigation of Stress, 25, 129–138. doi:10.1002/smi.1229.

    Article  Google Scholar 

  • Sinclair, B. B., Naizer, G. L., & Ledbetter, C. (2011). Observed implementation of a science professional development program for K-8 classrooms. The Journal of Elementary Science Education, 22, 579–594. doi:10.1007/s10972-010-9206-z.

    Google Scholar 

  • Siwatu, K. O. (2007). Preservice teachers’ culturally responsive teaching self-efficacy and outcome expectancy beliefs. Teaching and Teacher Education, 23, 1086–1101. doi:10.1016/j.tate.2006.07.011.

    Article  Google Scholar 

  • *Siwatu, K. O. (2011). Preservice teachers’ culturally responsive teaching self-efficacy-forming experiences: a mixed methods study. The Journal of Educational Research, 104, 360–369. doi:10.1080/00220671.2010.487081.

    Article  Google Scholar 

  • Siwatu, K. O. (2011). Preservice teachers’ sense of preparedness and self-efficacy to teach in America’s urban and suburban schools: does context matter? Teaching and Teacher Education, 27, 357–365. doi:10.1016/j.tate.2010.09.004.

    Article  Google Scholar 

  • Smolleck, L. A., & Mongan, A. M. (2011). Changes in preservice teachers’ self-efficacy: from science methods to student teaching. Journal of Educational and Development Psychology, 1, 133–145. doi:10.5539/jedp.v1n1p133.

    Article  Google Scholar 

  • Sutton, R. E. (2004). Emotional regulation goals and strategies of teachers. Social Psychology of Education, 7, 379–398. doi:10.1007/s11218-004-4229-y.

    Article  Google Scholar 

  • Sutton, R. E., Mudrey-Camino, R., & Knight, C. C. (2009). Teachers’ emotion regulation and classroom management. Theory into Practice, 48, 130–137. doi:10.1080/00405840902776418.

    Article  Google Scholar 

  • Swackhamer, L. E., Koellner, K., Basile, C., & Kimbrough, D. (2009). Increasing the self-efficacy of inservice teacher through content knowledge. Teacher Education Quarterly, 36, 63–78.

    Google Scholar 

  • *Swars, S. L., & Dooley, C. M. (2010). Changes in teaching efficacy during a professional development school-based science methods course. School Science and Mathematics, 110, 193–202. doi:10.1111/j.1949-8594.2010.00022.x.

    Article  Google Scholar 

  • Toland, M. D., & Usher, E. L. (2015). Assessing mathematics self-efficacy: how many categories do we really need? Journal of Early Adolescence, 36(1), 1–29. doi:10.1177/0272431615588952.

    Google Scholar 

  • *Tosun, T. (2000). The beliefs of elementary science teachers toward science and science teaching. School Science and Mathematics, 100, 374–379. doi:10.1111/j.1949-8594.2000.tb18179.x.

    Article  Google Scholar 

  • *Tschannen-Moran, M., & Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: potential sources at play. Teaching and Teacher Education, 27, 751–761. doi:10.1016/j.tate.2010.12.005.

    Article  Google Scholar 

  • *Tschannen-Moran, M., & McMaster, P. (2009). Sources of self-efficacy: four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy. The Elementary School Journal, 110, 228–245. doi:10.1086/605771.

    Article  Google Scholar 

  • *Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. doi:10.1016/S0742-051X(01)00036-1.

    Article  Google Scholar 

  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944–956. doi:10.1016/j.tate.2006.05.003.

    Article  Google Scholar 

  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: its meaning and measure. Review of Educational Research, 68, 202–248. doi:10.3102/00346543068002202.

    Article  Google Scholar 

  • Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: critical review of the literature and future directions. Review of Educational Research, 78, 751–796. doi:10.3102/0034654308321456.

    Article  Google Scholar 

  • *Wang, Y., Tsai, C., & Wei, S. (2015). The sources of science teaching self-efficacy among elementary school teachers: a mediational model approach. International Journal of Science Education, 37, 2264–2283. doi:10.1080/09500693.2015.1075077.

    Article  Google Scholar 

  • *Weaver Shearn, N. (2008). Sources of efficacy for first-year teachers. Dissertation Abstracts International, 66, 11A. UMI No. 3289293.

    Google Scholar 

  • Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18, 5–22. doi:10.1016/S0742-051X(01)00047-6.

    Article  Google Scholar 

  • Wolters, C. A., & Daugherty, S. G. (2007). Goal structures and teachers’ sense of efficacy: their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99, 181–193. doi:10.1037/0022-0663.99.1.181.

    Article  Google Scholar 

  • *Woolfolk Hoy, A., & Burke-Spero, R. (2005). Changes in teacher efficacy during the early years of teaching: a comparison of four measures. Teaching and Teacher Education, 21, 343–356. doi:10.1016/j.tate.2005.01.007.

    Article  Google Scholar 

  • Woolfolk Hoy, A., & Davis, H. A. (2006). Teacher self-efficacy and its influence on the achievement of adolescents. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 117–137). Greenwich: Information Age Publishing.

    Google Scholar 

  • Wyatt, M. (2014). Towards a re-conceptualization of teachers’ self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on. International Journal of Research and Method in Education, 37(2), 166–189. doi:10.1080/1743727X.2012.742050.

    Article  Google Scholar 

  • Wyatt, M. (2016). “Are they becoming more reflective and/or efficacious?” A conceptual model mapping how teachers’ self-efficacy beliefs might grow. Educational Review, 68, 114–137. doi:10.1080/00131911.2015.1058754.

    Article  Google Scholar 

  • Zee, M., & Kooman, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustments, and teacher well-being: a synthesis of 40 years of research. Review of Educational Research. doi:10.3102/0034654315626801. Advance online publication.

    Google Scholar 

  • Zimmerman, B. J. (2000). Self-efficacy: an essential motive to learn. Contemporary Educational Psychology, 25, 82–91. doi:10.1006/ceps.1999.1016.

    Article  Google Scholar 

Download references

Acknowledgments

We would like to thank Dr. Helenrose Fives for her insights as we developed the manuscript.

Author information

Authors and Affiliations

  1. Department of Educational Studies, St. Mary’s College of Maryland, 47645 College Drive, St. Mary’s City, MD, 20686-3001, USA

    David B. Morris

  2. Department of Educational, School, and Counseling Psychology, University of Kentucky, Lexington, USA

    Ellen L. Usher

  3. School of Education, The College of William and Mary, Williamsburg, USA

    Jason A. Chen

Authors
  1. David B. Morris
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ellen L. Usher
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Jason A. Chen
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to David B. Morris.

Ethics declarations

Conflict of Interest

The authors declare that they have no conflict of interest.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Morris, D.B., Usher, E.L. & Chen, J.A. Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature. Educ Psychol Rev 29, 795–833 (2017). https://doi.org/10.1007/s10648-016-9378-y

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10648-016-9378-y

Keywords

Search

Navigation