Measurement Issues in Teacher Self-Efficacy and Commitment to the Teaching Profession: A Meta-Analysis

• In Event: 70.066 - Roundtable Session 28
  In Roundtable Session: 70.066-8 - Evaluating Teachers and Students

Abstract

This meta-analysis examined research on the effects of teachers’ self-efficacy beliefs on commitment to the teaching profession. A total of 33 qualified studies were included in the final analysis, including 16,122 preservice and inservice teachers. Findings suggest that preservice and inservice teachers’ self-efficacy beliefs influence their commitment to the teaching profession (ES = +0.33). These effects, however, vary based upon content validity (accuracy in measuring self-efficacy) and the origin of the data. Measures that accurately measure self-efficacy resulted in significantly larger effect sizes. Additionally, measures that demonstrated content validity along with increasingly domain and task specific items positively predicted the relationships between self-efficacy beliefs and commitment to teaching. Implications for the measurement of teacher self-efficacy beliefs are presented.

Authors

• Steven Randall Chesnut, University of Southern Mississippi

• Hansel Burley, Texas Tech University

• Lucy M. Barnard-Brak, Texas Tech University