The Relationship between Teacher Efficacy and Students' Academic Achievement: A Meta-Analysis

By K. Kim, E. Seo. 2018

143 citations recorded by the source corpus.

We conducted a meta-analysis by synthesizing the results of 16 studies involving 4,130 teachers to explore whether or not the relationship between teacher efficacy and students’ academic achievement was influenced by the scale used to measure teacher efficacy, and/or by the subfactors of teacher efficacy, length of teaching experience, location of the school, or the students’ educational level. The results showed that the mean relationship between teacher efficacy and students’ academic achievement was significant but the effect size was small. The results also indicated that the relationship was influenced by some teacher efficacy measures and subfactors, and by length of teaching experience. In studies in which the measure used was Gibson and Dembo’s scale, in regard to classroom management, and in the case of teachers with fewer than 11 years of teaching experience, the relationship between teacher efficacy and student academic achievement was nonsignificant.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/6a29edf2d5df24a28cc8114a6147e037eae645b8

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Citations in the corpus

• Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment (2020, background): “Collective teacher efficacy, which is based on collaboration among teachers, has an impact on student achievement and school development (Goddard, Hoy, & Hoy, 2000; Kim & Seo, 2018; Ninković & Knežević Florić, 2016; Qadach, Schechter, & Da’as, 2019; Tschannen-Moran & Barr, 2004).”