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ERIC Number: ED452208
Record Type: RIE
Publication Date: 2001-Jan-26
Pages: 43
Abstractor: N/A
Teacher Self-Efficacy: Substantive Implications and Measurement Dilemmas.
Henson, Robin K.
Founded in social cognitive theory, teachers' self-efficacy beliefs have been repeatedly associated with positive teaching behaviors and student outcomes. However, the concept of teacher efficacy has been complicated by issues related to construct validity and measurement integrity. The study of teacher efficacy now stands on the verge of maturity, but developmental growth will probably be contingent on the development of strong theoretical models and effective instrumentation to assess theoretical constructs. The purpose of this article is to: (1) review the theoretical foundations of teacher efficacy briefly and evaluate historical attempts to measure teacher efficacy critically; (2) discuss important substantive implications stemming from efficacy research that may advance the field; (3) present recent measurement advances; and (4) highlight several methodologies that have been underutilized in development of teacher efficacy instruments. (Contains 1 figure and 78 references.) (Author/SLD)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Educational Research Exchange (College Station, TX, January 26, 2001).