Exploring the validity of a teachers’ self-efficacy scale in five countries

By Robert M. Klassen, M. Bong, E. Usher, Wan Har Chong, Vivien S. Huan, I. Wong, T. Georgiou. 2009

579 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/faa9a5f7bcea13aa45ea98e7fb40c1f37f0a279d

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Citations in the corpus

Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, background): “Self-efficacy beliefs “refer to individuals’ beliefs about their capabilities to successfully carry out a particular course of action” (Klassen et al. 2009, p. 67).”
Managing peer relations: A dimension of teacher self-efficacy that varies between elementary and middle school teachers and is associated with observed classroom quality (2015, methodology): “In line with contemporary views that a teacher’s self-efficacy is multidimensional (Fives & Buehl, 2010; Klassen et al., 2009; Skaalvik & Skaalvik, 2007; Tschannen-Moran &Hoy, 2001;Wolters & Daugherty, 2007), we examine teachers’ self-efficacy for classroom management, instruction and student engage”
Dimensions of teacher interest and their relations to occupational well-being and instructional practices (2013, background): “More recently, Klassen et al. (2009) distinguished between self-effi cacy for instructional strategies (teacher’s confi dence to use eff ective instructional strategies), self-effi cacy for student engagement (teacher’s confi dence to engage all students in learning), and self-effi cacy for…”
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being (2016, unknown): “Indeed, investigators using either the 24-item or 12-item TSES have reported satisfactory reliability and construct validity evidence for this instrument, across grades and several countries (e.g., Klassen et al., 2009; Tschannen-Moran & Woolfolk Hoy, 2001).”
Are we building preservice Teacher self-efficacy? A large-scale study examining Teacher education experiences (2018, background): “Moreover, the validity and reliability of the TSES have been confirmed multiple times in a variety of contexts (see Duffin et al., 2012; Klassen et al., 2009).”
School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy. (2012, result): “For example, Klassen et al. (2009) collected data on teachers in five different countries and reported teaching efficacy levels that were comparable to those found in the current study—efficacy for student engagement across the five studies corresponded to means ranging from 6.25 to 7.12 out of 9.”