Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on

By M. Wyatt. 2014

150 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/dafebeba58ae585eb91cf2d40d4b6de044b1fd12

Citations in the corpus

• Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being (2016, unknown): “Most reviews and critiques of the TSE literature have predominantly focused on key conceptual and methodological issues surrounding 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”
• Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “Some scholars have noted, however, that high teaching self-efficacy may not always lead to better performance, particularly when some level of doubt may be necessary to improve (Wheatley 2002; Wyatt 2014, 2016).”