The Impact of Teacher Self-efficacy on the Students' Motivation and Achievement

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The impacts of teacher's efficacy and motivation on student's academic achievement in science education among secondary and high school students (2018, methodology): “Further, previous research has found that teacher self-efficacy had impact on the students’ motivation and achievement (Mojavezi & Tamiz, 2012; Stipek, Givvin, Salmon, & MacGyvers, 1998; Wentzel, 1998).”
Teacher Self-Efficacy and Collective Teacher Efficacy: Relations with Perceived Job Resources and Job Demands, Feeling of Belonging, and Teacher Engagement (2019, background): “As noted by Mojavezi and Tamiz (2012) most research on teacher self-efficacy has been based on Bandura’s conceptualization of self-efficacy, which is grounded in social cognitive theory (Bandura, 1977; Bandura, 1997; Bandura, 2006).”
Spatial thinking in science, technology, engineering, and mathematics: Elementary teachers' beliefs, perceptions, and self‐efficacy (2021, unknown): “…self-efficacy, and achievement (Anderson et al., 1988; Armor et al., 1976; Ashton & Webb, 1986; Caprara et al., 2006; Goddard et al., 2000; Kim & Seo, 2018; Klassen & Tze, 2014; Midgley et al., 1989; Mojavezi & Tamiz, 2012; Moore & Esselman, 1992; Ross, 1992; Tschannen-Moran & Barr, 2004).”