Teacher efficacy research 1998-2009: signs of progress or unfulfilled promise?

Robert M. Klassen; Virginia M. C. Tze; Shea M. Betts; Kelly A. Gordon

doi:10.1007/s10648-010-9141-8

Teacher efficacy research 1998-2009: signs of progress or unfulfilled promise?

Robert M. Klassen, Virginia M. C. Tze, Shea M. Betts, Kelly A. Gordon

Education

Research output: Contribution to journal › Article › peer-review

Abstract

This review investigates the state of teacher self- and collective efficacy research conducted from 1998 to 2009. Two hundred and eighteen empirical articles published in 1998-2009 were examined for key characteristics and compared to research published in the previous 12 years (i.e., 1986-1997). Results from the review show increases in overall teacher efficacy research, methodological diversity, domain specificity, internationalization, and focus on collective efficacy. Continuing problem areas were a lack of attention to the sources of teacher efficacy, continued measurement and conceptual problems, a lack of evidence for the links between teacher efficacy and student outcomes, and uncertain relevance of teacher efficacy research to educational practice. An outline of directions for future teacher efficacy research is provided.

Original language	English
Pages (from-to)	21-43
Number of pages	23
Journal	Educational psychology review
Volume	23
Issue number	1
Early online date	24 Aug 2010
DOIs	https://doi.org/10.1007/s10648-010-9141-8
Publication status	Published - Mar 2011

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abstract = "This review investigates the state of teacher self- and collective efficacy research conducted from 1998 to 2009. Two hundred and eighteen empirical articles published in 1998-2009 were examined for key characteristics and compared to research published in the previous 12 years (i.e., 1986-1997). Results from the review show increases in overall teacher efficacy research, methodological diversity, domain specificity, internationalization, and focus on collective efficacy. Continuing problem areas were a lack of attention to the sources of teacher efficacy, continued measurement and conceptual problems, a lack of evidence for the links between teacher efficacy and student outcomes, and uncertain relevance of teacher efficacy research to educational practice. An outline of directions for future teacher efficacy research is provided.",

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Teacher efficacy research 1998-2009: signs of progress or unfulfilled promise?

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