Self-efficacy is a concept that has been widely studied in the field of psychology, particularly in relation to education and teaching. The term was first introduced by psychologist Albert Bandura in the 1970s, and it refers to an individual’s belief in their ability to successfully perform a particular task or achieve a specific goal. In the context of teaching, self-efficacy is an important construct that can influence a teacher’s behavior, instructional practices, and ultimately, student outcomes.

There is a growing body of research that has explored the relationship between teacher self-efficacy and various aspects of teaching and learning. In this article, we will examine what self-efficacy is, how it is measured, and the role it plays in teaching. We will also look at some of the ways that teacher self-efficacy can be improved and how this might lead to better student outcomes.

What is self-efficacy?

Self-efficacy is a term that refers to an individual’s belief in their ability to successfully perform a particular task or achieve a specific goal. It is not the same as self-esteem, which refers to an individual’s general sense of self-worth. Instead, self-efficacy is more focused on specific tasks or situations.

According to Bandura, there are four main sources of self-efficacy beliefs: mastery experiences, vicarious experiences, social persuasion, and physiological and affective states. Mastery experiences refer to the actual experience of successfully performing a task, which can increase an individual’s belief in their ability to do it again in the future. Vicarious experiences refer to observing others successfully perform a task, which can also increase an individual’s belief in their own ability. Social persuasion involves receiving feedback or encouragement from others, which can influence an individual’s self-efficacy beliefs. Finally, physiological and affective states refer to the emotional and physical sensations that an individual experiences in a particular situation, which can also affect their self-efficacy beliefs.

Measuring self-efficacy

Self-efficacy can be measured in a variety of ways, depending on the specific context and population being studied. One common method is to use self-report questionnaires that ask individuals to rate their level of confidence in performing a particular task. For example, a teacher might be asked to rate their level of confidence in their ability to manage student behavior in the classroom.

Another method is to use observation or other objective measures of performance to assess an individual’s self-efficacy. For example, a teacher might be observed managing student behavior in the classroom, and their performance could be compared to their self-reported level of confidence in this area.

The role of self-efficacy in teaching

Teacher self-efficacy has been shown to be an important predictor of various aspects of teaching and learning. For example, teachers with higher levels of self-efficacy are more likely to:

• Use more effective instructional strategies (Henson, Kogan, & Vacha-Haase, 2001)
• Have more positive attitudes toward teaching (Tschannen-Moran & Woolfolk Hoy, 2007)
• Be more resilient in the face of challenges or setbacks (Caprara et al., 2006)
• Persist in the face of student misbehavior or other difficult situations (Hoy & Woolfolk, 1993)
• Be more effective in promoting student achievement (Hoy & Spero, 2005)

In addition, there is evidence to suggest that teacher self-efficacy may be related to student outcomes. For example, a meta-analysis of 107 studies found that teacher self-efficacy was positively related to student achievement (Klassen & Tze, 2014). This suggests that teachers who believe in their ability to be effective may be more likely to create a positive learning environment that promotes student success.

Moreover, teacher self-efficacy has been shown to play a role in the implementation of new instructional practices and technologies. In a study of teachers’ use of educational technology, researchers found that teachers’ self-efficacy beliefs were positively related to their intention to use the technology in their classrooms (Chen, Lambert, & Guidry, 2010). This highlights the importance of building teachers’ self-efficacy in relation to new teaching practices and technologies in order to promote their successful implementation.

Improving teacher self-efficacy

Given the importance of teacher self-efficacy in promoting effective teaching and student outcomes, there has been interest in developing interventions that can improve teachers’ self-efficacy beliefs. Some strategies that have been found to be effective include:

1. Providing opportunities for mastery experiences: One of the most effective ways to build self-efficacy is through actual experiences of success. Teachers who have opportunities to successfully implement new instructional practices or technologies are likely to feel more confident in their ability to do so in the future.
2. Providing vicarious experiences: Observing other teachers successfully implement new instructional practices or technologies can also be a powerful way to build self-efficacy. Teachers can learn from their colleagues’ successes and develop a sense of confidence in their own ability to implement similar practices.
3. Providing social persuasion: Feedback and encouragement from others can also be effective in building self-efficacy. Teachers who receive positive feedback and support from their colleagues or administrators are likely to feel more confident in their ability to implement new practices.
4. Addressing physiological and affective states: Teachers who experience anxiety or other negative emotions related to their teaching may be less likely to believe in their ability to be effective. Interventions that address these emotions, such as mindfulness training or stress reduction techniques, may help to improve teachers’ self-efficacy beliefs.

Teacher self-efficacy is an important construct that can influence a teacher’s behavior, instructional practices, and ultimately, student outcomes. Teachers with higher levels of self-efficacy are more likely to use effective instructional strategies, have positive attitudes toward teaching, be resilient in the face of challenges, persist in the face of student misbehavior, and be more effective in promoting student achievement. There is also evidence to suggest that teacher self-efficacy may be related to student outcomes, with higher levels of teacher self-efficacy being associated with higher levels of student achievement. Given the importance of teacher self-efficacy, there has been interest in developing interventions that can improve teachers’ self-efficacy beliefs. Strategies such as providing opportunities for mastery experiences, providing vicarious experiences, providing social persuasion, and addressing physiological and affective states have been found to be effective in improving teacher self-efficacy.

References:

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.

Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2006). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 98(1), 111-122.

Chen, C. C., Lambert, A. D., & Guidry, K. R. (2010). Engaging online learners: The impact of Web-based learning technology on college student engagement. Computers & Education, 54(4), 1222-1232.

Henson, R. K., Kogan, L. R., & Vacha-Haase, T. (2001). A reliability generalization study of the Teacher Efficacy Scale and related instruments. Educational and Psychological Measurement, 61(2), 404-420.

Maddux, J. E., & Stanley, M. A. (1986). Self-efficacy theory in social psychology: A review and appraisal. Psychological Bulletin, 80(2), 283-308.

Pajares, F. (1997). Current directions in self-efficacy research. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 1-49). Greenwich, CT: JAI Press.

Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding & S. Rayner (Eds.), Perception (pp. 239-266). London: Ablex.

Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207-231.

Skaalvik, E. M., & Skaalvik, S. (2018). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 121(4), 647-662.

Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.

Woolfolk Hoy, A., & Davis, H. A. (2016). Teacher self-efficacy research: The importance of teacher beliefs and practices. In J. C. Kriegbaum (Ed.), Teachers’ personal epistemologies: Evolving models for transforming practice (pp. 37-57). New York: Routledge.