Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout.
Abstract
In this study, the authors developed and factor analyzed the Norwegian Teacher Self-Efficacy Scale. They also examined relations among teacher self-efficacy, perceived collective teacher efficacy, external control (teachers' general beliefs about limitations to what can be achieved through education), strain factors, and teacher burnout. Participants were 244 elementary and middle school teachers. The analysis supported the conceptualization of teacher self-efficacy as a multidimensional construct. They found strong support for 6 separate but correlated dimensions of teacher self-efficacy, which were included in the following subscales: Instruction, Adapting Education to Individual Students' Needs, Motivating Students, Keeping Discipline, Cooperating With Colleagues and Parents, and Coping With Changes and Challenges. They also found support for a strong 2nd-order self-efficacy factor underlying the 6 dimensions. Teacher self-efficacy was conceptually distinguished from perceived collective teacher efficacy and external control. Teacher self-efficacy was strongly related to collective teacher efficacy and teacher burnout.
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In the absence of engineering training themselves, teachers may hesitate to talk about engineering because they feel unfamiliar with the subject.
“In the absence of possessing engineering training themselves, teachers may hesitate to talk about engineering because they feel unfamiliar with the subject”
From Understanding first-generation undergraduate engineering students’ entry and persistence through social capital theory (2020) · cites this paper as Skaalvik & Skaalvik, 2007
Middle school and high school teachers' efficacy regarding engineering is sometimes low.
“the literature demonstrates that their efficacy regarding engineering is sometimes low”
From Understanding first-generation undergraduate engineering students’ entry and persistence through social capital theory (2020) · cites this paper as Skaalvik & Skaalvik, 2007
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- Authors
- Skaalvik, E. M., & Skaalvik, S.
- ORCID
- Skaalvik, Einar M.
- Venue
- Journal of Educational Psychology
- Published
- 2007-08
- Volume
- 99
- Issue
- 3
- Pages
- 611-625
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2165909838
- Cited by
- 1,678
- References
- 5
- Citations by year
- 2026: 72 · 2025: 97 · 2024: 121 · 2023: 143 · 2022: 151 · 2021: 142 · 2020: 132 · 2019: 135 · 2018: 101 · 2017: 87 · 2016: 89 · 2015: 97 · 2014: 90 · 2013: 62 · 2012: 60
- FWCI
- 86.75
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Funders
- Utdanningsforbundet
- Norwegian University of Science and Technology
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
- Social Sciences › Education › Teacher Professional Development and Motivation
- Keywords
- teacher self-efficacy, collective teacher efficacy, external control, teacher burnout, scale development, factor structure, second-order factors, elementary and middle school teachers, student motivation, classroom discipline, teacher-student relationship, coping with change
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