Teachers' self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects

By Sina Fackler, Lars-Erik Malmberg. 2016

243 citations recorded by the source corpus.

Abstract Going beyond previous studies of Teacher Self-Efficacy (TSE) we investigated the effects of personal characteristics, student group and school contextual features, and leadership effects on teachers' self-efficacy among 44,701 teachers in 2648 schools in 14 OECD countries (in the TALIS 2007 dataset). 88.7% of the variance in TSE resided between teachers, 2.9% between schools, and 8.5% between countries. Going beyond previous single-country studies, we show that students' achievement and SES are relevant internationally. Furthermore, the principal's work experience and the leadership style were significant predictors of TSE, and thus suggest a new direction for research in TSE.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/18724823b5b5415a8d205eb37f0a04124b23e0e9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Tim Pressley
2. Cheyeon Ha
3. Juliana H. Yoo
4. Russ Marion
5. Xin Zheng
6. Zhang Li
7. Xiaorong Ma
8. Barry J. Fishman

In Social Psychology

1. Cheyeon Ha
2. Tim Pressley
3. Juliana H. Yoo
4. Russ Marion
5. Xin Zheng
6. Zhang Li
7. Xiaorong Ma
8. Hongbiao Yin

Citations in the corpus

• Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform (2018, background): “…educational leadership is related to participation in professional learning opportunities, self-efficacy, changes in instructional practices, and increases in teacher effectiveness (e.g., Fackler & Malmberg, 2016; Johnson, Kraft,& Papay, 2012; Kraft& Papay, 2014; Ladd, 2009;May & Supovitz, 2011).”
• The Effect of Professional Development on Teacher Efficacy and Teachers’ Self-Analysis of Their Efficacy Change (2016, background): “In a recent empirical study, Fackler and Malmberg (2016) showed a correlation between teacher efficacy and student learning achievement, and claimed a universal pattern in fourteen OECD countries.”
• Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China (2019, methodology): “Teachers’ interactions with principals and colleagues may entail vicarious experience or verbal persuasion, and thus enhance their self-efficacy (Fackler and Malmberg, 2016; Tschannen-Moran and Hoy, 2007).”
• Exploring how instructional leadership affects teacher efficacy: A multilevel analysis (2021, methodology): “These findings extend existing literature on instructional leadership and teacher efficacy (e.g., Bellibas and Liu, 2016; Fackler and Malmberg, 2016; Hoy and Woolfolk, 1993).”
• Teaching during a Pandemic: United States Teachers' Self-Efficacy During COVID-19 (2021, background): “Within the environment, the principal and school community may impact teaching efficacy through resources of vicarious learning and verbal persuasion (Fackler & Malmberg, 2016).”