Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being A Synthesis of 40 Years of Research

Published on Jan 25, 2016in Review of Educational Research
· DOI :10.3102/0034654315626801
Marjolein Zee12
Estimated H-index: 12
(UvA: University of Amsterdam),
Helma M.Y. Koomen25
Estimated H-index: 25
(UvA: University of Amsterdam)
Sources
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.
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