Teachers' Beliefs and Behaviors: What Really Matters?.

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Factors Influencing Student STEM Learning: Self-Efficacy and Outcome Expectancy, 21st Century Skills, and Career Awareness (2021, background): “…their teaching efficacy and success are strong predictors of students’ self-efficacy, motivation, and academic performance (Cannon & Scharmann, 1996; Muijs & Reynolds, 2015; Podell & Soodak, 1993; Ross, 1992; Ross et al., 2001; Rutherford et al., 2017; Shahzad & Naureen, 2017; Tschannen-Moran &…”
Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes (2018, background): “In a study on the academic gains made in a school year of primary school students, Muijs and Reynolds (2002) found that academic achievement and yearly gains were best predicted by teacher behavior.”
Teacher effects on student achievement in first grade: which aspects matter most? (2014, methodology): “Muijs and Reynolds (2002), following the distinction of Askew et al. (1997, as cited in Muijs & Reynolds, 2002) between connectionist, transmission, and discovery orientations, found that connectionist teacher beliefs had no direct effect on math achievement, but only an indirect effect via…”