Exploring Factors Related to Preschool Teachers' Self-Efficacy.

By Ying Guo, Laura M. Justice, Brook E. Sawyer, Virginia Tompkins. 2011

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Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “In cross-sectional studies, student engagement (rated by teachers and external observers) has been found to be positively correlated with teaching self-efficacy (Guo et al. 2011; Ross et al. 1996).”
Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level (2021, result): “Our results show the crucial role of teachers’ introjected regulation in teacher learning, which is less firmly established in previous studies (Guo et al. 2011; Suchodoletz et al. 2018) In line with previous research (Bolhuis and Voeten 2004), our study confirmes the important influence that…”
Self-Efficacy, Work Engagement, and Job Satisfaction Among Teaching Assistants in Hong Kong’s Inclusive Education (2020, background): “This experience also provides opportunities for TAs to explore new issues in the teaching process, collaborate with other teaching staff (Gavish & Friedman, 2010; Guo et al., 2011; Pas et al., 2010), and engage students with SENs more readily.”