From Adolescent Angst to Adulthood: Substantive Implications and Measurement Dilemmas in the Development of Teacher Efficacy Research

By R. Henson. 2002

312 citations recorded by the source corpus.

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Citations in the corpus

Personal Teaching Efficacy and Its Sources: Student teachers’ perceptions (2007, background): “As postulated by Henson (2002), the study of teacher efficacy beliefs requires qualitative research.”
Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? (2011, methodology): “Goddard et al. (2004a, b); Henson (2002), and Wheatley (2005) have all authored critiques of teacher efficacy research based on perceived shortcomings in the field and have provided thoughtful guidance for researchers.”
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being (2016, unknown): “…research on teachers’ capability beliefs, or have proposed alternative paradigms and frameworks to broaden and clarify this construct (e.g., Henson, 2002; Klassen et al., 2011; Labone, 2004; Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998; Wheatley, 2005; Woolfolk Hoy, Hoy, & Davis, 2009;…”
Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, background): “Arrows link ‘consequences of teacher efficacy’ to ‘performance’ to ‘sources of efficacy information (verbal persuasion, vicarious experiences, physiological arousal, enactive mastery experiences)’ to ‘cognitive processing’ to further ‘analysis of the teaching task and its context in relation to thei”
Self-Efficacy Theory in Education (2016, background): “Researchers also have investigated the role of collective teacher (or instructional) self-efficacy, or teachers’ beliefs that their collective capabilities can influence students’ outcomes (Goddard, Hoy, & Woolfolk Hoy, 2000; Henson, 2002; Klassen et al., 2011).”
The differential antecedents of self-efficacy beliefs of novice and experienced teachers. (2007, methodology): “While these studies provide some helpful clues as to the relationship between self-efficacy beliefs and school context, the measures used to tap teachers’ self-efficacy beliefs were not as well developed as they might be, ranging from a single item or a set of four items (including two that tapped s”
Shifting Pre-Service Teachers’ Beliefs About Mathematics Teaching: the Contextual Situation of a Mathematics Methods Course (2016, background): “Research has shown that this type of teacher contributes to an increase in student achievement (e.g., Bandura, 1997; Henson, 2002).”
TIMSS 2011 International Results in Mathematics. (2012, background): “Research has shown that teachers’ self-confidence in their teaching skills is not only associated with their professional behavior, but also with students’ performance and motivation (Bandura, 1997; Henson, 2002).”
The case for reconceptualizing teacher efficacy research (2005, methodology): “However, these suggestions emphasize the contextual factors surrounding teachers’ efficacy beliefs (Henson, 2002; Labone, 2004), not teachers’ efficacy beliefs themselves.”
Relationships Among Teachers' Self-Efficacy and Students' Motivation, Atmosphere, and Satisfaction in Physical Education (2014, background): “Selfefficacy is a social cognitive theory, and the theoretical understanding of teachers’ self-efficacy assumes a set of beliefs about teachers’ capacity to have a positive influence on students’ education (Henson, 2002).”
The Relationships among Mathematics Teaching Efficacy, Mathematics Self-Efficacy, and Mathematical Beliefs for Elementary Pre-Service Teachers. (2012, background): “Various researchers have documented that teacher efficacy is related to student achievement and motivation as well as to teacher behavior (Brown, 2012; Henson, 2002; Tschannen-Moran & Woolfolk Hoy, 2001).”