The objective of this research study was to explore the connection between teacher practice and their perceptions of self-efficacy in teaching. Two research questions were developed: Does employing Hattie's meta-analysis of the effect size of clarity, meaningful feedback, and discussion result in increased feelings of self-efficacy in teachers? How important to a teacher's self-efficacy in the classroom are the four influences outlined by Bandura? The methodology employed in this research included surveys, which measured participant mindset in applying new methodologies aligned with John Hattie's work in visible learning. Small group literacy lesson plans designed by Jennifer Serravallo and aligned with Hattie's work were provided to the participants to deliver in their classrooms. Debriefing questionnaires were completed after each lesson was delivered and the data recorded. A concluding mind frames survey was completed. Culminating one-on-one interviews were then completed to define participant perceptions of their experience. The findings of this research were that the application of methodologies proven to be successful in the classroom did make teachers feel greater amounts of self-efficacy. Additionally, it was determined that of the four strands of Bandura's framework, peer support, and teacher belief in methodologies employed were the most influential bands toward increasing teacher perception of self-efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]