The differential antecedents of self-efficacy beliefs of novice and experienced teachers.

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Are we building preservice Teacher self-efficacy? A large-scale study examining Teacher education experiences (2018, background): “Mastery experiences are thought of as the most influential for building self-efficacy in teachers (Tschannen-Moran & Hoy, 2007).”
Teaching during a Pandemic: United States Teachers' Self-Efficacy During COVID-19 (2021, background): “At the school level, a school's physical location does not impact a teacher's self-efficacy; however, the school environment does play a role (Tschannen-Moran & Hoy, 2007).”
Enhancing Effective Classroom Management in Schools: Structures for Changing Teacher Behavior (2017, background): “…fidelity of implementation (Coladarci & Breton, 1997; Gibson & Dembo, 1984; Hoy & Woolfolk, 1993; Podell & Soodak, 1993; Rosenholtz, Bassler, & HooverDempsey, 1986; Ware & Kitsantas, 2007), changing teacher beliefs alone is not sufficient (Kelm & McIntosh, 2012; Tschannen-Moran & Hoy, 2007).”
Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses (2012, neutral): “Ebmeier, 2003 ; Hoy, 2000 ; Hoy & Woolfolk, 1993 ; Knoblauch & Woolfolk Hoy, 2008 ; Tschannen-Moran & Woolfolk Hoy, 2007 ).”