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…

This paper describes the development and construct validation of a new instrument of teacher efficacy, the Sources of Self-Efficacy Inventory (SOSI), which was created to address shortcomings in previous measures that purported to measure this construct. Development of the SOSI was based on a model of teacher efficacy posited by M.…

While consistently related to positive teacher behaviors and student outcomes, teacher efficacy as a construct is currently the subject of debate. The present study examined a new model of teacher efficacy (Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998) that proposes to more clearly define important variables and integrate two theoretical…

Despite a clear relationship between feedback in experiential settings and heightened efficacy, it is unclear whether general feedback occurring outside purely experiential settings impacts preservice teachers' self-efficacy. This study investigated the relationship between self-efficacy in preservice teachers and simple but salient feedback from…

This study examined the multivariate relationships between teacher efficacy and task analysis variables as predictors of classroom beliefs about control, focusing on these relationships in preservice teachers. Preservice teachers from a required educational psychology course volunteered to participate in the study. They completed three…

Examined a new model of teacher efficacy that proposed to more clearly define important variables and integrate two theoretical traditions. Task analysis and both global and context specific efficacy were measured in emergency certification teachers. Results indicated mixed support for the model with an observed need for measurement precision of…

Researchers investigated the optimum length of teacher inservice activities where increasing teacher efficacy was the goal. Participants were elementary science teachers from seven teacher enhancement projects conducted from 1992-99. The length breakdown of each program was: 1992--6 weeks; 1994--6 weeks; 1995--4 weeks; 1996--4 weeks; 1997--4…

Examined the motivational effects of a teacher research initiative within an urban alternative school, studying participating teachers' self-efficacy, empowerment, collaboration, and perceptions of school climate via surveys, interviews, observations, and field notes. Growth occurred in general and personal teaching efficacies from pretest to…

This paper introduces a new self-efficacy instrument for science teachers and presents confirmatory factor analysis results for 247 elementary school teachers. Building on previous research on the Science Teaching Efficacy Belief Instrument (STEBI) (I. Riggs and L. Enochs, 1990), the new instrument, the Self-Efficacy Teaching and Knowledge…

This study examined the personality types of emergency certification teachers as predictors of classroom management and self-efficacy beliefs. Participants were 120 teachers pursuing teacher certification through an emergency permit teacher education program at a mid-sized Texas university. They all held at least a Bachelor's degree, were in their…

This study explored the personality types of beginning emergency permit teachers to determine whether those pursuing alternative certification displayed patterns in personality type. It also investigated the predictive relationship between personality types and teachers' beliefs concerning control in classroom management. Participants were 120…