Abstract
This study used a large-scale, international data set – the OECD Teaching and Learning International Survey (TALIS) 2013, consisting of 14,583 teachers from 34 countries (OECD, 2014) – to examine the manner in which feedback from administrators, time spent observing colleagues’ classes, job satisfaction, and work enjoyment predicted teachers’ instructional self-efficacy. It was found that feedback from administrators was not a significant predictor of teacher self-efficacy for instruction, whilst peer observation, job satisfaction, and work enjoyment were estimated as being significant predictors. The results of this study have implications for practice – specifically, how teachers and school leaders cultivate teachers’ self-efficacy for instruction – and future research.
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