Teacher Self-Efficacy: Substantive Implications and Measurement Dilemmas.

By R. Henson. 2001

330 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8bef1d23e8d816985da422155c1e4f73643aa138

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Citations in the corpus

• Teacher Efficacy: What Is It and Does It Matter?. (2008, background): “" n " If I try really hard, I can get through to even the most difficult or unmotivated students " (Armor et al., 1976, in Henson, 2001).”
• Preservice teachers’ culturally responsive teaching self-efficacy and outcome expectancy beliefs (2007, background): “Despite its widespread use, concerns regarding Gibson and Dembo’s (1984) TES and their interpretation of the two-factor structure have surfaced in recent years (see Brouwers & Tomic, 2000; Henson, 2001; Soodak & Podell, 1998; Tschannen et al., 1998; Woolfolk & Hoy, 1990).”
• Being or Doing: The Role of Teacher Behaviors and Beliefs in School and Teacher Effectiveness in Mathematics, a SEM analysis. (2001, background): “Teacher self-efficacy has been defined as ‘a teacher’s judgement of his or her capabilities to bring about desired outcomes of student engagement and learning, even among those students who may be difficult or unmotivated’ (Henson, 2001).”
• Teachers' Beliefs and Behaviors: What Really Matters?. (2015, background): “Teacher self-efficacy has been defined as ‘a teacher’s judgement of his or her capabilities to bring about desired outcomes of student engagement and learning, even among those students who may be difficult or unmotivated’ (Henson, 2001).”
• Factors Influencing Preservice Teachers' Intention to Use Technology: TPACK, Teacher Self-efficacy, and Technology Acceptance Model (2018, background): “Researchers have actively discussed teacher self-efficacy as they have paid more attention to the influence of self-efficacy on teacher behavior since the 1970s (Henson, 2001).”
• Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness (2015, background): “This definition suggests powerful effects from the simple idea that a teacher’s belief in his or her ability to positively impact student learning is critical to the actual success or failure of a teacher (Henson, 2001).”
• Examining relationship between teachers' self-efficacy and job satisfaction (2017, background): “Teachers with high self-efficacy are observed to achieve more educational outcomes than those with lower levels [10, 27, 49].”