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Cited by 1,774Teacher Education and Leadership StudiesEducation, Achievement, and GiftednessTeacher Professional Development and Motivation

Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being: A Synthesis of 40 Years of Research

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Zee, Marjolein, Koomen, Helma M. Y.·2016·Review of Educational Research
DOI 10.3102/0034654315626801
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Abstract

This study integrates 40 years of teacher self-efficacy (TSE) research to explore the consequences of TSE for the quality of classroom processes, students’ academic adjustment, and teachers’ psychological well-being. Via a criteria-based review approach, 165 eligible articles were included for analysis. Results suggest that TSE shows positive links with students’ academic adjustment, patterns of teacher behavior and practices related to classroom quality, and factors underlying teachers’ psychological well-being, including personal accomplishment, job satisfaction, and commitment. Negative associations were found between TSE and burnout factors. Last, a small number of studies indicated indirect effects between TSE and academic adjustment, through instructional support, and between TSE and psychological well-being, through classroom organization. Possible explanations for the findings and gaps in the measurement and analysis of TSE in the educational literature are discussed.

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  • Self-efficacious educators are prone to have fewer symptoms of emotive fatigue and exhaustion and have a greater degree of obligation toward instruction, commitment, individual success, and work fulfillment.

    “self-efficacious educators are prone to have fewer symptoms of emotive fatigue and exhaustion and have a greater degree of obligation toward instruction, commitment, individual success, and work fulfillment (Zee and Koomen, 2016).”

    From Teachers' Commitment and Self-Efficacy as Predictors of Work Engagement and Well-Being (2022) · cites this paper as Zee and Koomen, 2016

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Authors
Zee, M., & Koomen, H. M. Y.
Affiliations
University of Amsterdam (NL)
ORCID
Venue
Review of Educational Research
Publisher
American Educational Research Association (AERA)
Published
2016-07-09
Volume
86
Issue
4
Pages
981-1015
ISSN
  • 0034-6543 (ISSN-L)
  • 1935-1046
DOI
10.3102/0034654315626801
OpenAlex
W2257619836
Cited by
1,774
References
8
Citations by year
2026: 290 · 2025: 270 · 2024: 223 · 2023: 229 · 2022: 215 · 2021: 194 · 2020: 146 · 2019: 99 · 2018: 63 · 2017: 40 · 2016: 4 · 2012: 1
FWCI
304.77
Type
journal article
Language
en
Open access
Licence
Locations
  • Review of Educational Research (publishedVersion)
  • UvA-DARE (University of Amsterdam) (publishedVersion, other-oa)
  • UvA-DARE (University of Amsterdam) (submittedVersion, other-oa)
  • Data Archiving and Networked Services (DANS) (submittedVersion, other-oa)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Education › Teacher Professional Development and Motivation
Keywords
teacher self-efficacy, classroom processes, teacher well-being, teacher burnout, job satisfaction, teacher commitment, pedagogical support, classroom organization, teacher behavior

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