Exploring Literacy Teachers' Self-Efficacy Beliefs: Potential Sources at Play.

By Megan Tschannen-Moran, Denise J. Johnson. 2011

419 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/55c94a9674536906706ce9b927de9373f2cd4d00

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Citations in the corpus

Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, neutral): “…of control theory (Gibson & Dembo, 1984; Guskey, 1981; Rose & Medway, 1981) to subject, task, or domain-specific measures that consider the contextualized, multi-faceted nature of TSE (e.g., Brouwers & Tomic, 2000; Friedman & Kass, 2002; Tschannen-Moran & Johnson, 2011; Tsouloupas et al., 2010).”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, neutral): “, not specific to any academic content area), although some have adapted it to assess teaching self-efficacy in particular content areas (e.g., Chacon 2005; Tschannen-Moran and Johnson 2011).”
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being (2016, positive): “…Teacher Self-Efficacy In addition to the TSES dimensions, other educational researchers have developed separate self-efficacy scales for literacy (Tschannen-Moran & Johnson, 2011), science (Riggs & Enochs, 1990), inclusive practices (Malinen et al., 2013), technology (Sang, Valcke, van Braak, &…”
The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School (2013, background): “Teachers’ self-efficacy positively influences their own behavior and motivation, and student achievement (Coladarci, 1992; Goddard & Goddard, 2001; Pintrich & Schunk, 2002; Skaalvik & Skaalvik, 2007; Tschannen-Moran & Johnson, 2011).”
Association of Pre-Service Teachers' Performance, Personality, and Beliefs with Teacher Self-Efficacy at Program Completion. (2012, background): “…have suggested that novice teachers who have not spent time in the classroom may depend more on other inputs to form their expectations of future success (Tschannen-Moran & Johnson, 2011; Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998), yet there is little clarity on what those inputs might be.”
Newly qualified teachers’ professional digital competence: implications for teacher education (2018, background): “Tschannen-Moran and Johnson (2011) underpin the importance of developing and sustaining teachers’ self-efficacy beliefs as they have an effect on teachers’ motivation, their teaching and students learning.”
An Examination of Teachers’ Culturally Responsive Teaching Self-Efficacy (2020, background): “…that teachers’ self-efficacy in specific domains results in positive teacher and student outcomes (e.g., Malinen et al., 2013; Reyes et al., 2012; Tschannen-Moran & Johnson, 2011), though we have limited information on the extent to which practicing teachers feel self-efficacious in their…”