Framed by the Social Cognitive Theory (SCT), this descriptive phenomenological study described the experiences of general education teachers in inclusive classrooms and teacher preparedness to teach students with learning disabilities. The SCT allowed studying the behavioral, cognitive, and social aspects that helped comprehend teachers'…

The ignorance of the role of middle leaders as a 'key broker' between school principals and teachers in the literature has motivated this study to investigate the effects of middle leaders' learning-centred leadership on teacher professional learning through teacher mastery goals and their self-efficacy with the moderating effect of the quality of…

Teachers hold many beliefs, shaped by their educational knowledge, experiences, and cultural, social, historical, and political environments. These teacher beliefs, together with teacher characteristics and school context factors can influence cognitive processes, expectations, instructional decisions, and practices which could affect learning…

The purpose of this study was to examine the reverse pathway dynamics between teachers' self-efficacy and job satisfaction from a cross-country perspective. By recognizing the sparseness of empirical studies on the reciprocal relation between self-referent assessment of capabilities and job satisfaction, a model of reciprocal determinism between…

The perception of self-efficacy introduced by Albert Bandura's social cognitive theory is defined as a person's view of their capacity to organize and carry out the activities necessary for success in a specific situation. The most effective mathematics teachers believe that they are a capable and important influence on their students'…

Prospective teachers' mathematics efficacy beliefs affect school placement experiences and influence later teacher behaviour and subsequent student outcomes. These efficacy beliefs are open to change during initial teacher education and become more resistant to change once the teacher enters the workforce. Therefore, it is important to measure…

The aim of this research was to determine significant the relationships between teachers' self-reported scores on teacher self-efficacy, efficacy in inclusive practices and actual inclusive classroom practices in Tanzanian primary schools with student with disabilities. Seventy-two (72) teachers filled in the Teachers' Sense of Efficacy Scale…

This study examined the self-reports of 33 Grades K-6 teachers from the Culturally Responsive Classroom Management Self-Efficacy Scale (CRCMSE) in relation to observed classroom management practices (praise, opportunities to respond, and reprimands) and classroom-level student outcomes (correct academic responses, disruptive behavior, and office…

This longitudinal study examines elementary teachers' self-efficacy for science teaching in the years after professional development (PD) ended and during a subsequent 3-year period of follow-up support. Self-efficacy is important because teachers make decisions about classroom activities based, in part, on how confident they are in their…

The purpose of this study was to examine how one physical education teacher education (PETE) alumnus teaching in a CED urban school perceives culturally responsive teaching in physical education (PE), as well as how they enact it in their classes. Guided by culturally responsive teaching and self-efficacy, this study examined John, a physical…

Purpose: Teacher well-being has been a concern, but there has been a lack of research on how teacher leadership can contribute to teacher well-being in a high-accountability context and a hierarchical education system such as that of China, particularly through the meditating roles of trust in the leader and teacher efficacy. Therefore, the…

Teacher self- and collective efficacy are important motivational factors in determining teachers' effort in their professional practice. Teachers' higher levels of self- and collective efficacy are positively associated with student achievement in specific domains, and teachers' enhanced wellbeing and commitment to their profession. This…

Many researchers have argued that teachers are the most important school-related factor to increasing a student's academic performance. In turn, schools often turn to professional development (PD) to strengthen educators' performance and knowledge levels. Indeed, PD can be a prime tool to improve school performance. However, its efficacy is…

Researching the process of development during field experience before an elementary education teacher is hired is necessary to better understand their teaching self-efficacy. The purpose of this qualitative, single case study design was to explore how field experience, as part of a university undergraduate teaching program, developed novice…

The study investigated Finnish in-service primary school teachers' (N = 815) sense of professional agency and inadequacy in teacher-student interaction over a five-year period. Teachers' professional agency refers to a capacity that prepares for new learning, and consists of teachers' motivation, self-efficacy beliefs, and strategies for learning.…