Teacher Self-Efficacy Notes

Teacher self-efficacy is a teacher's belief in their ability to positively impact student learning and performance.
Based on Bandura's theories on the importance of self-belief.
Impacted by factors such as perceived difficulty of tasks, available resources, and support from others.
Can be influenced by stressors, obstacles in the workplace, and experiences with students.

Mastery Experiences: Success in presenting information and engaging learners. This has the most significant impact.
Vicarious Experiences: Observing other teachers successfully handle similar challenges.
Verbal Persuasion: Social support and encouragement from colleagues.
Semantic and Affective States: Physiological states, feelings, and emotional states. Strategies to reduce stressors can increase teacher self-efficacy.

Research by John Hattie and colleagues on visible learning.
Collective teacher efficacy: The collective belief of a school's staff in their ability to positively impact student learning and engagement.
High collective teacher efficacy correlates with positive student achievement.
Effect size of collective teacher efficacy is 1.57, which is quite significant.
It is considered one of the highest impacts to influence student achievement.
Focuses on collective collegiality and the belief that everyone can make a difference.

German colleagues (2023) noted that teacher self-efficacy positively influences student achievement.
Contributes to building resilient and positive schooling environments.
Teachers with high self-efficacy approach challenges with a positive perspective, drawing upon past experiences.
Gavona (2010) noted that teacher self-efficacy influences patterns and emotions, enabling positive future actions.
Banyan colleagues (2019) found that teachers who recognize the intrinsic value of their teaching activity show fostered self-efficacy.
Teachers who show concern for students and value themselves also saw an increase in teacher self-efficacy.
Bonnie (2019) demonstrated that teacher self-efficacy is relevant for effective teaching activities.
Supports Hattie's work on the impact of teachers’ efficacy on student learning.
And colleagues in 2009 and 2014, who also identified that teacher self efficacy is a powerful driver influencing teacher behavior and effort in the classroom, as well as in designing effective teaching and engaging with students.
Bonnie and colleagues also found improved teacher mental health, job satisfaction, and student academic performance with improved teacher self-efficacy.
Zee and Koonan (2016) note that teacher self-efficacy impacts student academic adjustment and achievement, and links to student motivation.

High levels of teacher self-efficacy improve the state of mind and ability to have rich experiences.
Self-efficacy can be improved through social persuasion and vicarious experiences.
Building teacher self-efficacy through positive experiences and mentorship during placements.