An examination of teacher efficacy

• Main Author: Brown, Carol Geralyn
• Published: University of Newcastle upon Tyne 2012
• Subjects: 370.71
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570338

Efficacy beliefs can determine how environmental opportunities and obstacles are perceived and affect choice of activities. They can determine the amount of effort which is given to an activity and how long people will persevere when faced with difficulties and failures (Bandura, 1997). Perceived self-efficacy is reported to be an important stress resource factor in mitigating teacher burnout (Schwarzer & Hallum, 2008). This paper includes a systematic review which reviews eleven published studies that look at the relationship between self-efficacy and burnout in teachers. A number of findings were made including all studies having a negative relationship between teacher self-efficacy and burnout and all studies having a negative relationship between teacher self-efficacy and the burnout dimension depersonalisation. This paper also includes a bridging document of how the findings from the systematic review led to the empirical piece of research. As part of this explanatory link between the two the theoretical underpinnings of the research and the research paradigm are considered. The aim of the empirical piece was to explore the influence of a teacher’s role on collective efficacy beliefs and teachers’ perception of possible collective efficacy sources. Participants were 178 teachers from primary, secondary and special schools in a small local authority in the North East of England. The research had two phases, quantitative and qualitative. Analysis of teacher collective efficacy beliefs found that those teachers who had an extra role of responsibility within school or were a member of senior management reported higher collective efficacy scores than those teachers who did not have such roles. Thematic analysis found four themes: communication, learning, supporting roles and stress management. This study adds to the under researched area of how teacher collective efficacy beliefs are formed and how they could be enhanced.