Sources of Self‐Efficacy: Four Professional Development Formats and Their Relationship to Self‐Efficacy and Implementation of a New Teaching Strategy

By Megan Tschannen-Moran, P. McMaster. The Elementary school journal, 2009

723 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e6d567302d334c6fd8bd2e094dc619c8d82e7a9e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

Reading Intervention in Middle and High Schools: Implementation Fidelity, Teacher Efficacy, and Student Achievement (2013, background): “…that teacher efficacy is related to positive teacher practices in teaching reading and writing (Graham, Harris, Fink, & MacArthur, 2001; Tschannen-Moran & McMaster, 2009), but little is known about the importance of teacher efficacy for literacy teaching as it pertains to content area…”
Teacher Self-Efficacy, Professional Commitment, and High-Stakes Teacher Evaluation Policy in Louisiana (2017, background): “Tschannen-Moran and McMaster (2009), based on Bandura’s (1997) prior work, pointed to four key dimensions of judgment related to teachers’ own self-efficacy: verbal persuasion, vicarious experiences, mastery experiences, and the level of arousal experienced as they anticipate a teaching task.”
Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms?☆ (2018, background): “…can ncrease teachers’ feelings of self-efficacy in the targeted area of PD nstruction (Goddard, Hoy, & Woolfolk Hoy, 2004; Rimm-Kaufman Sawyer, 2004; Tschannen-Moran & McMaster, 2009), which, in urn, may mitigate any negative feelings of stress associated with hat aspect of their job (Schwarzer &…”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, positive): “…professional development and teacher education may most powerfully influence teachers’ self-efficacy when they provide opportunities for teachers to apply their newfound knowledge and skills in authentic settings (Bruce et al. 2010; McDonnough and Matkins 2010; Tschannen-Moran and McMaster 2009).”
Classroom Ready? Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement (2018, background): “Professional development training without follow-up coaching did not tend to improve teachers’ TSE because it lacked opportunities for teachers to receive feedback and assistance (Megan Tschannen-Moran & McMaster, 2009).”
Exploring Literacy Teachers' Self-Efficacy Beliefs: Potential Sources at Play. (2011, background): “In a study of the implementation of a new decoding strategy among primary-grade teachers, Tschannen-Moran and McMaster (2009) found a substantial drop on the selfefficacy for literacy instruction for about half of the teachers who witnessed the successful demonstration of the strategy with…”
School environment and mastery experience as predictors of teachers’ self-efficacy beliefs towards inclusive teaching (2020, methodology): “Research has demonstrated that mastery experience is important to teacher engagement (Han, Yin, and Wang 2016) and self-efficacy (Tschannen-Moran and McMaster 2009; Tschannen-Moran and Woofolk Hoy 2007).”
Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? (2011, methodology): “Recent research conducted by Tschannen-Moran and McMaster (2009) only weakly supported the effects of the hypothesized sources on teachers’ self-efficacy beliefs, and further research in the area is clearly needed.”