Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise?

By Robert M. Klassen, Virginia M. C. Tze, S. Betts, K. Gordon. 2011

921 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/66f707f157273c2bd371ce5e33d7a39c97d2dd6b

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Self-Efficacy Theory in Education (2016, background): “In their review of research conducted between 1998 and 2009, Klassen et al. (2011) found only moderate support for the relation of teacher self-efficacy to student outcomes.”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, neutral): “…the sources are inconsistent with social cognitive theory, (b) few quantitative studies have addressed how teachers’ self-efficacy beliefs are formed, and (c) there is a need to better understand the role of knowledge in the development of teaching self-efficacy (Klassen et al. 2011; Wyatt 2014).”
A Common Measurement System for K-12 STEM education: Adopting an educational evaluation methodology that elevates theoretical foundations and systems thinking (2014, background): “In their review of research literature, Klassen et al. (2011) report ‘‘only modest empirical support’’ for a relationship between teacher efficacy and student outcomes.”
Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, background): “…the late 1990s (Bandura 1997; Tschannen-Moran, Woolfolk Hoy, and Hoy 1998; Henson 2002; Wheatley 2002, 2005; Fives 2003; Fives and Alexander 2004; Labone 2004; Kang and Neitzel 2005; Dellinger et al. 2008; Klassen et al. 2011), it has sometimes seemed no obvious end to the confusion is in sight.”
Handbook of motivation at school (2009, background): “In their review of research conducted between 1998 and 2009, Klassen et al. (2011) found only moderate support for the relation of teacher self-efficacy to student outcomes.”
Spatial thinking in science, technology, engineering, and mathematics: Elementary teachers' beliefs, perceptions, and self‐efficacy (2021, background): “Self-efficacy has emerged as a critical mechanism influencing teachers' behaviors and student learning (Burley et al., 1991; Glickman & Tamashiro, 1982; Klassen et al., 2011; Klassen & Tze, 2014; Meijer & Foster, 1988; Soodak & Podell, 1993).”
Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES) (2016, background): “Acknowledging that the level of specificity for a self-report instrument like the TES is an important issue (e.g., Klassen et al., 2011; Pajares, 1996, on this debate for the construct of self-efficacy), we further sought to explore the utility of the TES at two levels of specificity.”