Dimensions of Teacher Self-Efficacy and Relations with Strain Factors, Perceived Collective Teacher Efficacy, and Teacher Burnout.

By Einar M. Skaalvik, Sidsel Skaalvik. 2007

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Citations in the corpus

Novice teachers and how they cope (2014, background): “Research has made it possible to distinguish between individual and collective self-efficacy (Skaalvik & Skaalvik, 2007).”
Exploring the validity of a teachers’ self-efficacy scale in five countries (2009, background): “…self-efficacy is related to higher levels of student achievement and student motivation, and has been shown to influence teachers’ instructional practices, enthusiasm, commitment, and teaching behavior (Skaalvik & Skaalvik, 2007; Tschannen-Moran & Woolfolk Hoy, 2001; Wolters & Daugherty, 2007).”
Antecedents of Norwegian beginning teachers’ turnover intentions (2015, background): “Similarly, Skaalvik and Skaalvik (2011) define the teacher turnover as the sum of the ‘leavers’ and ‘movers’.”
Spatial thinking in science, technology, engineering, and mathematics: Elementary teachers' beliefs, perceptions, and self‐efficacy (2021, methodology): “The Skaalvik and Skaalvik (2007) six-dimension scale was derived from an analysis of central tasks in teachers' daily work based on the Norwegian curriculum.”
Self‐efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: a structural equation approach (2009, background): “In recent years, the self-efficacy concept has developed from a unidimensional construct to a multidimensional construct (see Chan, 2008; Friedman, 2003; Skaalvik & Skaalvik, 2007).”
Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers (2013, background): “In this respect, COACTIV is theoretically rooted in motivational psychology research on self-effi cacy (Bandura 1997 ; Schmitz and Schwarzer 2000 ; Skaalvik and Skaalvik 2007 ; Tschannen-Moran and Woolfolk Hoy 2001 ) and intrinsic motivation (Frenzel et al. 2009 ; Kunter et al. 2008b ; Ryan and…”
Teachers’ self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction (2014, background): “Teaching selfefficacy has also been found to relate to job satisfaction (Caprara et al., 2003; Chen, Goddard, and Casper, 2004; Skaalvik and Skaalvik, 2007), with teachers more likely to be satisfied with their work when they feel confident in performing their major work-related tasks or attaining t”