The Effects of Teacher Qualification, Teacher Self-Efficacy, and Classroom Practices on Fifth Graders' Literacy Outcomes

By Ying Guo, Carol McDonald Connor, Yanyun Yang, Alysia D. Roehrig, F. Morrison. The Elementary school journal, 2012

289 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/dd306ff0d937d374f71b06fc87d9338b02e2f644

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In Education

1. Ling-Di Li
2. Yan Liu

Citations in the corpus

• Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being (2016, unknown): “Regarding achievement, Guo et al. (2012) pointed toward an indirect relationship of TSE with fifth-graders’ literacy outcomes, via teachers’ support for learning.”
• An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance (2020, background): “Teacher’s belief about their impact on student learning could be related to the actual student learning outcome (Guo et al., 2012), which reinforced the importance to promote continuous teacher professional development in the school.”