Teachers’, school staff’s and parents’ efficacy beliefs as determinants of attitudes toward school

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Psychological climate and individual factors as antecedents of work outcomes (2008, background): “Self-efficacy beliefs have been described as cognitive structures about people’s appraisal of their capacity to master specific domains of actions, for example, the capacity to deal successfully with opportunities and challenges that are associated with the work role (Caprara et al., 2003).”
Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? (2011, methodology): “The series of studies by Caprara and colleagues included measures that focused on teachers’ forward-looking capabilities, e.g., “I can get even the most resistant and difficult students to attend to class work” (Caprara et al. 2003a, b, p. 824).”
The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School (2013, background): “Yet, teachers’ self-efficacy positively influences intrinsic interest, self-satisfaction and job satisfaction (Caprara et al., 2003; Caprara, et al., 2006; Klassen, Bong, Usher, Chong, Huan, Wong, & Georgiou, 2009; Zimmerman & Kitsantas, 1999).”