Abstract
This article seek the following 3 purposes: 1-The first was to test the validity of Sources of the Self-Efficacy Inventory (SOSI) among Iranian teachers Society, fulfilled in Study I. 2- The second was to evaluate the validity of the Teachers’ Sense of Self-Efficacy Scale (TSES) among Iranian teachers Society, fulfilled in Study II. The third & the main purpose were to explore the impact of sources of teachers’ self-efficacy on student's achievement. For achieving this aim, Study III suggests two alternative models, tested by Structural equation modeling technique. Study I and Study II (N=267) reported suitable validity for survey instrument. Findings of study III (N=284) indicated that between two suggested models the dependent model showed the best overall fit to the data. In this model teachers’ self-efficacy had mediational role between sources of teachers’ self-efficacy and student's achievement.
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