ERIC Number: EJ1385992
Record Type: Journal
Publication Date: 2023
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1354-0602
EISSN: EISSN-1470-1278
Teacher Self-Efficacy and Pupil Achievement: Much Ado about Nothing? International Evidence from TIMSS
Teachers and Teaching: Theory and Practice, v29 n2 p220-240 2023
Bandura's influential theory has been used to argue that teachers with high self-efficacy will be more effective at increasing pupil achievement--and a voluminous empirical literature has repeatedly documented associations consistent with this claim. However, few studies have considered whether these correlations reflect an underlying causal relationship. In this paper we utilise across-subject, within-pupil variation in teacher self-efficacy in the Trends in Mathematics and Science Study (TIMSS) 2015 data to provide new evidence on this question. By focusing upon relative differences in teacher self-efficacy and pupil achievement within pupil-teacher pairs, our estimates control for more potential confounders than much of the existing literature. Contrary to that literature, we find no evidence of a relationship. Instead, this paper presents clear and consistent findings of null effects.
Descriptors: Teacher Effectiveness, Academic Achievement, International Assessment, Achievement Tests, Foreign Countries, Elementary Secondary Education, Mathematics Achievement, Mathematics Tests, Science Achievement, Science Tests, Teacher Student Relationship, Attribution Theory, Correlation, Self Efficacy, Teacher Attitudes, Outcomes of Education, Cross Cultural Studies
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A