Teachers’ Self-Efficacy Beliefs

By Robert M. Klassen, Tracy L. Durksen, Virginia M. C. Tze. 2014

225 citations recorded by the source corpus.

Subfields: Education, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5e913a10fe15f6486a27ea346f783b794f059c8e

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. J. Katz
2. Donna McGhie-Richmond
3. M. Onofre
4. João Costa
5. Maria Martins
6. T. Loreman
7. U. Sharma
8. C. Forlin

In Organizational Behavior and Human Resource Management

1. T. Loreman

In Social Psychology

1. J. Katz
2. T. Loreman

Citations in the corpus

• Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice teachers (2016, background): “Teachers with high self-efficacy work harder and persist longer to assist students in difficulty (Woolfolk Hoy, Hoy, and Davis 2009).”
• Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being (2016, unknown): “The present review is probably the first to provide an up-to-date synthesis of 40 years of TSE and its various consequences, using a heuristic model inspired by the process-oriented view of Woolfolk Hoy et al. (2009) and CLASS framework of Pianta et al. (2008).”
• Practicum experiences as sources of pre-service teachers’ self-efficacy (2015, background): “Research has found high correlations between self-efficacy and other relevant variables such as student achievement (Ross 1992; Caprara et al. 2006), classroom teacher behaviour (Gibson and Dembo 1984; Saklofske, Michayluk, and Randhawa 1988), teacher commitment (Evans and Tribble 1986; Coladarci…”