From Adolescent Angst to Adulthood: Substantive Implications and Measurement Dilemmas in the Development of Teacher Efficacy Research
Abstract
Founded in social cognitive theory, teachers' self-efficacy beliefs have been repeatedly associated with positive teaching behaviors and student outcomes. However, teacher efficacy has developed a storied history regarding construct validity and measurement integrity. Study of teacher efficacy now stands on the verge of maturity, but such developmental growth will likely be contingent on development of strong theoretical models and effective instrumentation to assess theoretical constructs. The purpose of this article is to (a) briefly review the theoretical foundation of teacher efficacy and critically evaluate historical attempts to measure teacher efficacy, (b) discuss important substantive implications stemming from efficacy research that may advance the field, (c) present recent measurement advances, and (d) highlight several methodologies that have been underutilized in development of teacher efficacy instruments.
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Soon after the turn of the 21st century, there was still a lack of research into the TSE beliefs of language teachers.
“Soon after the turn of the 21 st century, when Henson (2002) was arguing that the study of TSE beliefs, then about 25 years old, had experienced an awkward adolescence due to extensive conceptual and measurement confusion, there was still a lack of research into the TSE beliefs of language teachers.”
From Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016) (2018) · cites this paper as Henson (2002)
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“Amidst concerns about construct definition and reliability of measurement with only two items, Gibson and Dembo (1984) sought to empirically develop a teacher efficacy measure.”
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The differential antecedents of self-efficacy beliefs of novice and experienced teachers
Tschannen-Moran, M., & Hoy, A. W. (2007) · Teaching and Teacher Education · doi:10.1016/j.tate.2006.05.003 · Cited by 1,976 · see citing works
Siwatu, K. O. (2011) · Teaching and Teacher Education · doi:10.1016/j.tate.2010.09.004 · Cited by 220 · see citing works
Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016)
Petroleum Institute, K. U. O. S. A. T., & Wyatt, M. (2018) · Australian Journal of Teacher Education · doi:10.14221/ajte.2018v43n4.6 · Cited by 74 · see citing works
- Authors
- Henson, R. K.
- Affiliations
- University of North Texas (US)
- Corresponding author
- Henson, Robin K.
- ORCID
- Henson, Robin K.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2002-09
- Volume
- 37
- Issue
- 3
- Pages
- 137-150
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2094430802
- Cited by
- 275
- References
- 7
- Citations by year
- 2026: 3 · 2025: 9 · 2024: 8 · 2023: 11 · 2022: 12 · 2021: 10 · 2020: 12 · 2019: 15 · 2018: 16 · 2017: 8 · 2016: 27 · 2015: 17 · 2014: 22 · 2013: 11 · 2012: 17
- FWCI
- 28.41
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychologist (publishedVersion)
- Funders
- Ohio State University
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
- Keywords
- teacher self-efficacy, construct validity, social cognitive theory, teacher professional development, teacher behavior, student outcomes
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