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Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise?

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Abstract

This review investigates the state of teacher self- and collective efficacy research conducted from 1998 to 2009. Two hundred and eighteen empirical articles published in 1998–2009 were examined for key characteristics and compared to research published in the previous 12 years (i.e., 1986–1997). Results from the review show increases in overall teacher efficacy research, methodological diversity, domain specificity, internationalization, and focus on collective efficacy. Continuing problem areas were a lack of attention to the sources of teacher efficacy, continued measurement and conceptual problems, a lack of evidence for the links between teacher efficacy and student outcomes, and uncertain relevance of teacher efficacy research to educational practice. An outline of directions for future teacher efficacy research is provided.

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Authors and Affiliations

  1. Department of Educational Psychology, University of Alberta, Education North, 6-102, Edmonton, AB, Canada, T6G 2G5

    Robert M. Klassen, Virginia M. C. Tze, Shea M. Betts & Kelly A. Gordon

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  1. Robert M. Klassen
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  2. Virginia M. C. Tze
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Correspondence to Robert M. Klassen.

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Klassen, R.M., Tze, V.M.C., Betts, S.M. et al. Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise?. Educ Psychol Rev 23, 21–43 (2011). https://doi.org/10.1007/s10648-010-9141-8

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