Teacher self-efficacy: a classroom-organization conceptualization

By I. Friedman, E. Kass. 2002

384 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c2ef0e08b8b9759a4b720aa33ace2e3f259140f3

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Citations in the corpus

Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity (2011, positive): “As Friedman and Kass ’ (2002) definition takes into account the classroom context and the broader school context, as well as relational aspects — which play an important role in the work of teachers — their definition of teacher self-efficacy is followed in this study: A teacher ’ s perception of…”
Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, background): “allocation of resources for teaching, the school climate and working with parents and the community (issues, perhaps, of more importance to in-service professionals); Friedman and Kass (2002) collapse all these categories into two: classroom and school International Journal of Research & Method in E”
Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis (2014, background): “, Freudenberger 1975;Maslach 1976; Maslach, Jackson, and Leiter 1996; Mazur and Lynch 1989) and classroom management selfefficacy (e.g., Emmer and Hickman 1991; Friedman and Kass 2002; Skaalvik and Skaalvik 2007; Tschannen-Moran and Woolfolk-Hoy 2001).”
Classroom Culture, Mathematics Culture, and the Failures of Reform: The Need for a Collective View of Culture (2012, background): “In turn, a plethora of research (Friedman & Kass, 2002; F. Pajares, 1996; Soodak & Podell, 1996; Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998; Usher & Pajares, 2008; Wheatley, 2002) has shown the various ways that self-efficacy beliefs influence people’s behavior, including the research discussed…”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, neutral): “Researchers who have been unsatisfied with these scales have offered still other scales of teaching self-efficacy (e.g., Brouwers and Tomic 2001; Dellinger et al. 2008; Friedman and Kass 2002).”
Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, neutral): “…of control theory (Gibson & Dembo, 1984; Guskey, 1981; Rose & Medway, 1981) to subject, task, or domain-specific measures that consider the contextualized, multi-faceted nature of TSE (e.g., Brouwers & Tomic, 2000; Friedman & Kass, 2002; Tschannen-Moran & Johnson, 2011; Tsouloupas et al., 2010).”
What contributes to first-year student teachers’ sense of professional agency in the classroom? (2015, methodology): “Teacher efficacy (Friedman & Kass, 2002; Tschannen-Moran & Hoy, 2001), student teachers’ agency beliefs (Malmberg & Hagger, 2009) and teacher learning (Darling-Hammond & McLaughlin, 1995) studies were utilised to develop complementary items.”
The measurement of classroom management self‐efficacy: a review of measurement instrument development and influences (2011, methodology): “Content validity was also established by reviewing extant literature (Emmer & Hickman, 1991 ; Siwatu, 2007 ; Skaalvik & Skaalvik, 2007 ), a combination of literature or SE scale review and expert opinion (Dellinger et al, 2008 ; Erdem & Demirel, 2007 ; Friedman & Kass, 2002 ; Gibson & Dembo, ”
Self-Efficacy and Burnout in Teaching: The Importance of Interpersonal-Relations Efficacy (2003, methodology): “As mentioned above, a new conceptualization of teacher self-efficacy has been recently developed ( Friedman & Kass, 2002 ).”
Workplace happiness, well-being and their relationship with psychological capital: A study of Hungarian Teachers (2019, background): “All of these ensure the sense of achievement and enjoyment of success and in turn contribute to the sense of efficacy (Friedman and Kass 2002).”
The Relationship between Self-efficacy and Stress among Iranian EFL Teachers (2011, methodology): “The importance of the Friedman and Kass (2002) model for the purpose of this study is that, besides classroom considerations, such as, teacher’s functioning as an educator and flexibility within the classroom and nurturing social relations among the students it contains an organizational efficacy…”