Using Qualitative Metasummary to Synthesize Qualitative and Quantitative Findings of Teacher Self-Efficacy

• In Event: Investigating the Factors That Affect the Self-Efficacy of Novice and Experienced Teachers

Abstract

Using the approach of qualitative metasummary to synthesize the qualitative and quantitative findings of 121 empirical studies conducted in Taiwan, this paper aims to present the “what” and “how” aspects of teacher self-efficacy (TSE). Overall, Taiwanese teachers held a medium-to-high level of TSE. Their beliefs that they are capable of implementing teaching tasks and coping with external challenges were the key components of TSE. Experience of teaching and professional knowledge were two of the major factors influencing TSE. However, what consequences TSE could produce haven’t received enough attention, especially for students. Though only 10 qualitative studies were included in this mixed research synthesis, these qualitative studies derived more information about TSE than most of their quantitative counterparts.

Author

• Pi-Ju Wu, National Changhua University of Education