Journal article

Teachers' self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects

Abstract:: Going beyond previous studies of Teacher Self-Efficacy (TSE) we investigated the effects of personal characteristics, student group and school contextual features, and leadership effects on teachers' self-efficacy among 44,701 teachers in 2648 schools in 14 OECD countries (in the TALIS 2007 dataset). 88.7% of the variance in TSE resided between teachers, 2.9% between schools, and 8.5% between countries. Going beyond previous single-country studies, we show that students' achievement and SES are relevant internationally. Furthermore, the principal's work experience and the leadership style were significant predictors of TSE, and thus suggest a new direction for research in TSE.

Publication status:: Published

Peer review status:: Peer reviewed

Actions

Email

Email this record

Send the bibliographic details of this record to your email address.

Your Email
Please enter the email address that the record information will be sent to.

-
Your message (optional)
Please add any additional information to be included within the email.
Cite

Cite this record

APA Style

Fackler, S., & Malmberg, L. (2016). Teachers' self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects. Teaching and Teacher Education, 56, 185–195.

MLA Style

Fackler, S., and L. Malmberg. “Teachers' Self-Efficacy in 14 OECD Countries: Teacher, Student Group, School and Leadership Effects.” Teaching and Teacher Education, vol. 56, Elsevier, 2016, pp. 185–95.

Chicago Style

Fackler, S, and L Malmberg. 2016. “Teachers' Self-Efficacy in 14 OECD Countries: Teacher, Student Group, School and Leadership Effects.” Teaching and Teacher Education 56: 185–95.
Share
Print

Access Document

Files:: 2016-02-26_TALIS.pdf

(Preview, Accepted manuscript, pdf, 465.4KB, Terms of use)

Publisher copy:: 10.1016/j.tate.2016.03.002

Authors

+ Fackler, S More by this author

Institution:: University of Oxford
Division:: SSD
Department:: Education
Role:: Author

+ Malmberg, L More by this author

Institution:: University of Oxford
Division:: SSD
Department:: Education
Role:: Author

Publisher:: Elsevier
Journal:: Teaching and Teacher Education More from this journal
Volume:: 56
Pages:: 185-195
Publication date:: 2016-03-18
Acceptance date:: 2016-03-04
DOI:: 10.1016/j.tate.2016.03.002
ISSN:: 0742-051X

Keywords:: multilevel analysis

TALIS

teacher self-efficacy
Pubs id:: pubs:612784
UUID:: uuid:36d88d80-dd98-49e6-8f55-20752d0896a1
Local pid:: pubs:612784
Source identifiers:: 612784
Deposit date:: 2016-04-01

Terms of use

Copyright holder:: Elsevier
Copyright date:: 2016
Notes:: © 2016 Elsevier Ltd. All rights reserved. This is the accepted manuscript version of the article. The final version is available online from Elsevier at: [10.1016/j.tate.2016.03.002]

Licence:: CC Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND)

Views and Downloads

About views and downloads

If you are the owner of this record, you can report an update to it here: Report update to this record

TO TOP