Teacher efficacy: maturing the construct through research in alternative paradigms

By E. LaBone. 2004

293 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/eb9751da897be8607d05ad93145420174e4cda00

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Citations in the corpus

Teachers—The Vital Resource (2013, background): “Furthermore, such interaction involves an appreciation that the role of teacher efficacy can be limited by social contexts and certain changing contexts may alter the definition of teacher efficacy (Labone, 2004).”
Teachers’ resilience and well-being: a role for educational psychology (2014, background): “First, what are the main sources of efficacy beliefs for teachers; how may these be sustained; and third, how may these be used to enhance teachers’ resilience and professional success? It has been suggested that greater understanding of the conditions that support teachers’ efficacy beliefs would f”
Personal Teaching Efficacy and Its Sources: Student teachers’ perceptions (2007, background): “It acknowledges the need to both broaden and deepen our understanding about the construct of teacher efficacy and provides a preliminary step to explore dimensions of efficacy that facilitate educational reform (Labone, 2004).”
Goal structures and teachers' sense of efficacy: Their relation and association to teaching experience and academic level. (2007, background): “For instance, the ability to engage students in critical thinking or influence students’ social skills might be viable candidates (Labone, 2004).”
Practicum experiences as sources of pre-service teachers’ self-efficacy (2015, methodology): “Studies on self-efficacy have been dominated by quantitative methodologies (Labone 2004).”
How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. (2013, background): “As outlined above, very few studies have addressed the influence of teachers’ self-efficacy on actual teaching behaviors from a longitudinal perspective (Labone, 2004).”
Teacher Efficacy and Content Literacy Implementation: An Exploration of the Effects of Extended Professional Development with Coaching (2008, methodology): “Because teacher efficacy is complex, researchers have advocated the use of qualitative data collection methods to shed light on the process of efficacy development and to lend context to quantitative findings related to teacher efficacy (Labone, 2004; Tschannen-Moran et al., 1998).”
The case for reconceptualizing teacher efficacy research (2005, background): “However, these suggestions emphasize the contextual factors surrounding teachers’ efficacy beliefs (Henson, 2002; Labone, 2004), not teachers’ efficacy beliefs themselves.”
The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School (2013, background): “…is relatively well established, their covariation on teachers’ well being, emotional experience and job satisfaction has much less examined (Capraca et al., 2003; Fernandez-Ballesteros, DiezNicolas, Capraca, Barbananelli, & Bandura, 2002; Labone, 2004; Ross, 1998; Stajkovic & Lee, 2002).”
The Teacher Efficacy for Inclusive Practices (TEIP) Scale: Dimensionality and Factor Structure. (2016, background): “Teachers’ self-efficacy beliefs are commonly examined through the theoretical lens of Bandura’s social cognitive theory (Labone, 2004; Tschannen-Moran and Hoy, 2001).”
Preservice teachers’ culturally responsive teaching self-efficacy and outcome expectancy beliefs (2007, background): “According to Social Cognitive Theory (Bandura, 1977), these beliefs may predict whether preservice teachers implement these culturally responsive teaching practices once they enter the classroom.”
Tracing the development of preservice teachers’ efficacy beliefs in teaching mathematics during fieldwork (2008, background): “Consequently, widely used scales have undergone rigorous criticism; attempts to revise these scales did not meet expectations (Labone 2004).”
Cultivating Principals’ Self-Efficacy: Supports that Matter (2007, background): “McCormick (2001) suggests that principal self-efficacy can be defined as a principal’s self-perceived capability to perform the cognitive and behavioral functions necessary to regulate group processes in relation to goal achievement.”