Abstract
This paper distinguishes between teacher efficacy and teacher self-efficacy beliefs and describes a need for theory and research-based measures of teachers’ self-efficacy beliefs that are grounded in the context of the classroom. To meet this need, a new measure of teacher self-efficacy beliefs, the Teachers’ Efficacy Beliefs System-Self (TEBS-Self), is described by the authors. Principal components analysis results are presented from three independent studies performed in the United States ( n=2373 K-6 teachers) using the TEBS-Self.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have