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Within-teacher predictors of teacher efficacy
ARTICLE

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TATE Volume 12, Number 4 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Previous research has represented teacher efficacy (TE) as a unitary disposition, despite theoretical arguments that TE is task specific. Experienced secondary teachers (N = 52) responded to a survey probing their feelings of personal efficacy toward teaching different classes (up to four per respondent). Teachers' performance expectancies varied among teaching assignments: within-teacher factors accounted for 21% of the variance in TE. The influence of within-teacher factors on TE was moderated by between-teacher variables (subject, experience, education, gender, preference for student-directed instruction and innovative assessment).

Citation

Ross, J.A., Bradley Cousins, J. & Gadalla, T. Within-teacher predictors of teacher efficacy. Teaching and Teacher Education: An International Journal of Research and Studies, 12(4), 385-400. Elsevier Ltd. Retrieved December 11, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/0742-051X(95)00046-M