Changes in teacher efficacy during the early years of teaching: A comparison of four measures

By A. W. Hoy, Rhonda Burke Spero. 2005

1,975 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e29f2f410cbce41c7942d025433c6e3141f50a2c

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Citations in the corpus

Cultivating Principals’ Self-Efficacy: Supports that Matter (2007, background): “Once an abundance of mastery experience accumulates, the other three sources are less likely to be considered or to cause a reassessment of established efficacy beliefs (Tschannen-Moran & Woolfolk Hoy, in press).”
The Teacher Efficacy for Inclusive Practices (TEIP) Scale: Dimensionality and Factor Structure. (2016, background): “The value of encouraging collaboration among teachers, school professionals and parents is a growing element in literature (Guo, Justice and Sawyer, 2011; Hoy and Spero, 2005; McGinty, Justice and Rimm-Kaufman, 2008).”
Sources of Self‐Efficacy: Four Professional Development Formats and Their Relationship to Self‐Efficacy and Implementation of a New Teaching Strategy (2009, background): “This dip in self-efficacy beliefs is comparable with previous studies that have found that in the initial stages of implementation of a new skill, self-efficacy beliefs may suffer (Guskey, 1984; Ross, 1994; Stein & Wang, 1988; Woolfolk Hoy & Burke-Spero, 2005).”
Construct Validation of the Behavior and Instructional Management Scale. (2010, background): “Teachers' sense of efficacy, defined as, “. teachers' judgments about their abilities to promote students' learning” (Woolfolk Hoy & Spero, 2005), can have significant impact in the classroom thus relationships with behavior and instructional management are likely.”
Practicum experiences as sources of pre-service teachers’ self-efficacy (2015, background): “According to Woolfolk Hoy and Spero (2005), research shows that self-efficacy increases throughout the teacher education programme (TEP), namely during student teaching practicum (Henson 2002).”
Preservice Teachers' Content Knowledge and Self-Efficacy for Teaching Reading (2013, background): “One aspect that makes teacher efficacy so powerful is its cyclical nature (TschannenMoran, Woolfolk Hoy, & Hoy, 1998).”
Teachers’ Education and Outcomes: Mapping the Research Terrain (2012, background): “(Hoy & Spero, 2005) and “What is it like to learn to teach in an urban setting?””
Prospective primary teachers’ self-efficacy and emotions in science teaching (2013, result): “The results of our study, together with other research, also suggest the need to include in teacher education programmes strategies for the improvement of self-efficacy (Hoy and Spero 2005 ), especially in subjects like physics or chemistry, which show themselves to cause prospective primary teache”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, neutral): “Some have asked teachers to rate their level of Bsatisfaction^ with their past professional performance (e.g., Tschannen-Moran and Woolfolk Hoy 2007; Weaver Shearn 2008; Woolfolk Hoy and Burke-Spero 2005).”
Teacher Self-Efficacy, Professional Commitment, and High-Stakes Teacher Evaluation Policy in Louisiana (2017, background): “It is known that teachers can experience “dips” in selfefficacy toward the beginning of a large implementation effort (TschannenMoran & McMaster, 2009; Woolfolk Hoy & Burke-Spero, 2005), but the evidence here suggests something else: Without clear signs of change in support for their learning to mat”
The Relationships Among School Types, Teacher Efficacy Beliefs, and Academic Climate: Perspective from Asian Middle Schools (2010, background): “With respect to teacher self-efficacy, Woolfolk-Hoy and Spero (2005) reported that student SES in specific classes relates to teacher Address correspondence to Wan Har Chong, Psychological Studies Academic Group, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk,…”