Teacher Efficacy: Its Meaning and Measure
Abstract
The theoretical and empirical underpinnings of teacher efficacy are examined to bring coherence to the construct and its measurement. First, we explore the correlates of teacher efficacy revealed using various instruments and search for patterns that suggest a better understanding of the construct. Next, we introduce a model of teacher efficacy that reconciles two competing conceptual strands found in the literature. Then we examine implications of the research on teacher efficacy for teacher preparation and suggest strategies for improving the efficacy of inservice teachers. Finally, we propose new directions for research in light of the proposed model.
Cite this
Megan Tschannen‐Moran, Anita Woolfolk Hoy, Wayne K. Hoy (1998). Teacher Efficacy: Its Meaning and Measure. Review of Educational Research. https://doi.org/10.2307/1170754
@article{megan1998teacher,
title = {Teacher Efficacy: Its Meaning and Measure},
author = {Tschannen‐Moran, Megan and Hoy, Anita Woolfolk and Hoy, Wayne K.},
year = {1998},
journal = {Review of Educational Research},
doi = {10.2307/1170754}
}Citations in this library
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