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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/29502

Title: Within-teacher predictors of teacher efficacy
Authors: Ross, John A.
Cousins, Bradley
Gadalla, Tahany
Keywords: Teacher efficacy
Experienced teachers
Personal teaching efficacy
Teacher practice
Student outcome
Preservice teachers
Performance expectancies
Within-teacher factors
Self-efficacy
Personal teaching efficacy
General teaching efficacy
Outcome expectancies
Teacher locus of control
Student success
Student failure
Pedagogical content knowledge
Student engagement
Teacher collaboration
In-service training programs
Professional development
Student directed learning strategies
Cooperative learning
Innovative assessment practices
Issue Date: 1996
Publisher: Elsevier
Citation: Ross, J. A., Cousins, J.B. & Gadalla, T. (1996). Within-teacher predictors of teacher efficacy. Teaching and Teacher Education, 12(4), 385-400. doi:10.1016/0742-051X(95)00046-M
Abstract: Previous research has represented teacher efficacy (TE) as a unitary disposition, despite theoretical arguments that TE is task specific. Experienced secondary teachers (N=52) responded to a survey probing their feelings of personal efficacy toward teaching different classes (up to four per respondent). Teachers' performance expectancies varied among teaching assignments: Within-teacher factors accounted for 21% of the variance in TE. The influence of within-teacher factors on TE was moderated by between-teacher variables (subject, experience, education, gender, preference for student-directed instruction and innovative assessment).
URI: http://hdl.handle.net/1807/29502
ISSN: 0742-051X
Appears in Collections:Faculty (CTL)

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