Teacher self-efficacy in cross-national perspective

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Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis (2020, background): “Teacher self-efficacy has been found to be associated with many positive teacher outcomes, such as higher job satisfaction (Vieluf, Kunter, and van de Vijver 2013; Malinen and Savolainen 2016).”
Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, result): “Previous studies have shown that teachers’ self-efficacy is related to affective variables, for example, teachers’ emotional exhaustion (Skaalvik and Skaalvik 2010) or job satisfaction (Klassen and Chiu 2010; Vieluf et al. 2013).”
Are we building preservice Teacher self-efficacy? A large-scale study examining Teacher education experiences (2018, background): “O’Neill and Stephenson (2012) and Vieluf, Kunter, and Van De Vijver (2013) suggested that teacher self-efficacy is sensitive to cultural contexts and so the fact that teacher selfefficacy has been examined in Europe, Southeast Asia, Australia, the Middle East, and North and South America is a great…”