Japanese Teachers' Self-Efficacy: Exploring Social, Cultural, and Internal Factors

• In Event: AERA Graduate Student Research-in-Progress Roundtable Session 1
  In Roundtable Session: Understanding the Experiences of Preservice Teachers (Table 9)

Abstract

Teacher self-efficacy is an important construct that related to students' academic achievement. In the Teaching and Learning International Survey (TALIS) 2018, Japanese teachers' score of self-efficacy is significantly lower than the average. This phenomenon has not been explored. Teacher self-efficacy is commonly assessed by self-report on scales, so it relies on the subjective judgment. Thus, their social background and cultural value may significantly affect their assessment process. This may influence more than the internal sources of self-efficacy that Bandura introduced (1977). The purpose of this study is to investigate what factors influence or be used by Japanese teachers to assess their self-efficacy to have a better understanding on how Japanese teachers conceptualize the concept.

Author

• Saki Inoue, Michigan State University