Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis

By Robert M. Klassen, Virginia M. C. Tze. 2014

1,116 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/3989bde5ec01077c1ed7409c4d0adf14ad809fe1

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In Education

In Experimental and Cognitive Psychology

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, neutral): “Other important teacher-level influences include teachers' attitudes and beliefs (Klassen & Tze, 2014; Varghese, Garwood, Bratsch-Hines, & Vernon-Feagans, 2016).”
Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics (2016, positive): “…practices in the classroom (e.g., Holzberger, Philipp, & Kunter, 2014; Kunter et al., 2013), teachers’ energy and enthusiasm in teaching (e.g., Holzberger et al., 2014; Klassen & Tze, 2014), and students’ motivation and achievement (e.g., Collie & Martin, 2015a; McLean & Connor, 2015).”
An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance (2020, background): “…one of the extensively studied variables for its documented effects on teachers’ instructional quality, organizational behaviours, and student learning outcomes (Caprara, Barbaranelli, Steca, & Malone, 2006; Guo, Connor, Yang, Roehrig, & Morrison, 2012; Klassen & Chiu, 2010; Klassen & Tze, 2014).”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, neutral): “For example, modest but significant associations have been found between teachers’ self-efficacy and their students’ achievement (Klassen and Tze 2014; Klassen et al. 2011).”
Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation (2021, background): “…to new ideas, persist better in their career, better cope with troublesome learners (Tschannen-Moran & Hoy, 2001), are more effective teachers (Klassen & Tze, 2014), have more professional satisfaction (Skaalvik & Skaalvik, 2014), and have a higher sense of well-being (Zee & Koomen, 2016).”