A Meta-Analysis of Teacher Self-Efficacy and Three Dimensions of Effective Teaching

• In Event: Poster Session 1
  In Poster Session: Motivation in Education SIG Poster Session 1

Abstract

While teacher self-efficacy (TSE) has been associated with teacher attitudes such as willingness to innovate and persistence with students, little consensus has been reached on the importance of TSE for effective teaching practices. The present meta-analysis examined three research-based domains of effective teaching (structured management, supportive climate, and cognitive activation) in relation to TSE judgments and potential moderators of these associations. Forty studies met the inclusion criteria. The overall effect size between teaching and TSE was found to be small, r=.17. The domains of supportive climate and cognitive activation demonstrated significant associations with TSE, while structured management did not. Teaching experience and TSE measure did not moderate the associations. Findings are discussed relative to the meaning and measurement of TSE.

Authors

• Colleen Kuusinen, University of Georgia

• Fani Lauermann, University of Bonn

• Stuart A. Karabenick, University of Michigan