Being or Doing: The Role of Teacher Behaviors and Beliefs in School and Teacher Effectiveness in Mathematics, a SEM analysis.

By D. Muijs. 2001

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Effective teaching and values: some implications for research and teacher appraisal (2004, background): “The latter examines the in¯uence of teachers' knowledge of subject and pedagogy and their beliefs, such as self-ef®cacy and expectations, upon student outcomes (e.g. Byrne, 1983; Anderson et al., 1988; Fennema & Loef-Franke, 1992; Askew et al., 1997; Muijs & Reynolds, 2001, 2002).”
Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis (2014, background): “has been linked to other positive outcomes such as student self-efficacy (Anderson, Greene, and Loewen 1988; Cheung and Cheng 1997) and teacher goals for students (Muijs and Reynolds 2002).”
Impact of Teacher Self-Efficacy on Secondary School Students’ Academic Achievement (2017, background): “A large number of studies indicate the influence of teacher self-efficacy beliefs on academic achievement, performance and success of the students in their educational results (Moore &Esselman 1992, 1994; Muijs & Reynolds 2001; Ross 1992, 1998).”