Teachers' self-efficacy and the sources of efficacy: A cross-cultural investigation in Japan and Finland

By Akie Yada, Asko Tolvanen, Olli-Pekka Malinen, K. Imai-Matsumura, Hiroshi Shimada, Rihei Koike, H. Savolainen. Teaching and Teacher Education : An International Journal of Research and Studies, 2019

98 citations recorded by the source corpus.

Abstract: The study explores the extent and sources of Teachers' Self-Efficacy (TSE) for inclusive practices among 261 Japanese and 1123 Finnish teachers. Measurement invariance was tested to ensure the chosen scales’ cross-cultural validity. In both countries, mastery experience was identified as the strongest of the four sources contributing uniquely to TSE. However, the two groups differed in how verbal persuasion predicted TSE. The findings indicate that the effects of the four sources on TSE depend strongly on sociocultural context, and that, in Japan, other sources may exert a powerful influence. Practical implications are discussed, with particular regard to teacher training programs.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/dba4108026c4cd354b53ef6ed7d868d23e87397c

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In Education

1. H. Savolainen
2. Olli-Pekka Malinen
3. S. Schwab
4. U. Sharma

Citations in the corpus

• Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis (2020, methodology): “The construct of teacher self-efficacy has been studied intensively in recent decades (Malinen et al. 2013; Loreman, Sharma, and Forlin 2013; Yada et al. 2019).”