Overview of research on teacher self-efficacy in social cognitive perspective
The objective of this work was to systematically review existent researches about teacher self-efficacy. For this purpose, searches are performed on the data basis of CAPES – periódicos between 2009 and 2013. The survey resulted on 26 articles that contemplated the criteria of inclusion previously established. The results of the studies indicate that self efficacy is influenced by factors as emotional exhaustion, depersonalization, job satisfaction, relationship with parents, use of violence, pressures of time, academic performance, class management, collective efficacy, among others. Such results contribute to sign the direction of researches performed in the area, indicating some trends and evidencing gaps to be investigated, for example, a larger number of studies that verify the relation between self efficacy and academic performance, as well as, teacher self efficacy and public policies that favor the process of teaching-learning.
Abu-Tineh, A. M., Khasawneh, S. A., & Khalaileh, H. A. (2011). Teacher self efficacy and classroom management styles in Jordanian schools. Management in Education, 25(4), 175–181. doi:10.1177/0892020611420597
Anthony, T. & Kritsonis, W. (2007). A mixed methods assessment of the effectiveness of strategic e-mentoring in improving the self-efficacy and persistence (or retention) of alternatively certified novice teachers within an inner city school. District Doctoral Forum National Journal for Publishing and Monitoring Doctoral Student Research, 4(1), 1–8.
Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.
Azevedo, R. S. (2010). Sobrecarga do cuidador informal da pessoa frágil: Uma revisão sistemática (Dissertação de Mestrado). Universidade Federal de Minas Gerais.
Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4 (3), 359-373. doi:10.1521/jscp.1918.104.22.1689
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman. Retrieved from http://books.google.com/books?id=eJ-PN9g_o-EC&printsec=frontcover&dq=bandura+isbn:9780716728504&hl=en&ei=HAwYTbKsLpTmsQPp8cCPCg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCMQ6AEwAA#v=onepage&q&f=false
Bandura, A. (1998). Health promotion from the perspective of social cognitive theory. Psychology & Health, 13(4), 623–649. doi:10.1080/08870449808407422
Biruel, E. & Pinto, R. (2011). Biblioteca: Um profissional a serviço da pesquisa. In Anais, XXIV Congresso Brasileiro de Biblioteconomia, Documentação e Ciência da Informação, Maceió.
Boruchovitch E., & Bzuneck, J. A. (1996). As crenças de auto-eficácia e o seu papel na motivação do aluno, Editora Vozes, 1, 1166–133.
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473–490. doi:10.1016/j.jsp.2006.09.001
Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The contribution of personality traits and self-efficacy beliefs to academic achievement: a longitudinal study. The British Journal of Educational Psychology, 81(Pt 1), 78–96. doi:10.1348/2044-8279.002004
Cheung, H. (2008) Teacher efficacy: A comparative study of Hong Kong and Shanghai primary in-service teachers. Australian Educational Researcher, 35(1), 103–23.
Cozby P. C. (2003). Métodos de pesquisa em ciências do comportamento. São Paulo: Atlas.
Gibbs, C. (2003). Explaining effective teaching : Self- efficacy and thought control of action. Journal of Educational Enquiry, 4, 1–14. Retrieved from http://www.literacy.unisa.edu.au/jee/Papers/JEEVol4No2/Paper1.pdf
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569–582. doi:10.1037//0022-0622.214.171.1249
Iaochite, R., & Azzi, R. (2012). Escala de fontes de autoeficácia docente: Estudo exploratório com professores de Educação Física. Psicol. Argum, 30(71), 659–669.
Jamil, F. M., Downer, J. T., & Pianta, R. C. (2012). Association of pre-service teachers’ performance, personality, and beliefs with teacher self-efficacy at program completion. Teacher Education Quarterly, 39, 119–138. Retrieved from http://ezproxy.usherbrooke.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1001446&site=ehost-livenhttp://www.teqjournal.org/
Kaçkaya, A. (2011). The effect of school and teacher themed movies on pre-service teachers ’ professional attitudes and perceived self-efficacy. Educational Sciences: Theory & Practice, 11(4), 1778–1783.
Khoury-Kassabri, M. (2012). The relationship between teacher self-efficacy and violence toward students as mediated by teacher’s attitude. Social Work Research, 36(2), 127–139. doi:10.1093/swr/svs004
Klassen, R. M., Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23(1), 21–43. doi:10.1007/s10648-010-9141-8
Matei, S. (2011). Analyzing social media networks with NodeXL: Insights from a connected world by Derek
Hansen, Ben Shneiderman, and Marc A. Smith. International Journal of Human-Computer Interaction, 27(4), 405-408. doi:10.1080/10447318.2011.544971
Mena-Chalco, J. P., & Cesar-Jr, R. M. (2013). Prospecção de dados acadêmicos de currículos Lattes através de scriptLattes. In: M. C. P. I. Hayashi & J. Leta (Orgs.), Bibliometria e Cientometria: reflexões teóricas e interfaces (pp.109-128). São Carlos: Pedro & João Editores.
Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Change in teacher efficacy and student self- and task-related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81(2), 247–258.
Mojavezi, A., & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies, 2(3), 483–491. doi:10.4304/tpls.2.3.483-491
Nolen, S., Ward, C., Horn, I., Campbel, S.,Mahna, K. & Childers, S. (2007) Motivation to Learn During Student Teaching. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
Pinto-Silva, E., & Heloani, R. (2009). Gestão educacional e trabalho docente: Aspectos socioinstitucionais e psicossociais dos processos de saúde-doença. Revista HISTEDBR, 33, 207-227.
Rother, E. T. (2007). Revisão narrativa vs revisão sistemática. Acta Paulista de Enfermagem, 20 (2), 6–7.
Sampaio, M. I. C. (2013). Artigos de qualidade incluídos na revisão sistemática: Comparação entre latino-americanos e outras regiões (Tese de Doutorado). Universidade de São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/47/47132/tde-11122013-084214/
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611–625. doi:10.1037/0022-06126.96.36.1991
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059–1069. doi:10.1016/j.tate.2009.11.001
Soodak, L. C., & Podell, D. M. (1996). Teacher efficacy: Toward the understanding of a multi-faceted construct. Teaching and Teacher Education, 12(4), 401–411. doi:10.1016/0742-051X(95)00047-N
Sousa, I. F. (2006). Burnout em professores universitários: Análise de um modelo mediacional (Dissertação de Mestrado). Recuperado de http://tede.biblioteca.ucg.br/tde_arquivos/11/TDE-2007-03-12T110402Z-295/Publico/Ivone%20Felix%20de%20Sousa.pdf
Sousa, M. R. de, & Ribeiro, A. L. P. (2009). Revisão sistemática e meta-análise de estudos de diagnóstico e prognóstico: Um tutorial. Arquivos Brasileiros de Cardiologia, 92 (3), 241-251. doi:10.1590/S0066-782X2009000300013
Topkaya, E. Z., & ; Yavuz, A. (2011). Democratic values and teacher self-efficacy perceptions : A case of pre-service english language teachers in Turkey. Australian Journal of Teacher Education, 36(8), 18-37.
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. doi:10.1016/S0742-051X(01)00036-1
Tschannen-moran, M., & Hoy, A. W. (2002). The influence of resources and support on teachers’ efficacy beliefs. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. doi:10.3102/00346543068002202
Viel-Ruma, K., Houchins, D., Jolivette, K., & Benson, G. (2010). Efficacy beliefs of special educators: The relationships among collective efficacy, teacher self-efficacy, and job satisfaction. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 33(3), 225–233. doi:10.1177/0888406409360129
Vieluf, S., Kunter, M., & Van de Vijver, F. J. R. (2013). Teacher self-efficacy in cross-national perspective. Teaching and Teacher Education, 35, 92–103. doi:10.1016/j.tate.2013.05.006
The works published in this journal are subject to the following terms:
1. The Publications Service of the University of Murcia (the publisher) retains the property rights (copyright) of published works, and encourages and enables the reuse of the same under the license specified in paragraph 2.
2. The works are published in the online edition of the journal under a Creative Commons Attribution-NonCommercial 4.0 (legal text). You can copy, use, distribute, transmit and publicly display, provided that: i) you cite the author and the original source of publication (journal, editorial and URL of the work), ii) are not used for commercial purposes, iii ) mentions the existence and specifications of this license.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
3. Conditions of self-archiving. Is allowed and encouraged the authors to disseminate electronically pre-print versions (version before being evaluated and sent to the journal) and / or post-print (version reviewed and accepted for publication) of their works before publication, as it encourages its earliest circulation and diffusion and thus a possible increase in its citation and scope between the academic community. RoMEO Color: Green.