Sources of teacher efficacy related attributes alongside bandura’s perspectives
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Date
2022
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
SAGE
Abstract
This article investigates how the secondary education expansion policy shapes the construction of teacher efficacy. Bandura’s self-efficacy theory underlies this article, and qualitative case study was the main approach. Around 12 and 16 teachers, respectively, participated in individual and group interviews. Findings indicate that the inadequate implementation of the policy affected the sources of teacher efficacy. The study identified that social persuasion is one of the most social self-efficacy contributors. It also pointed out factors which support a view of mastery experience as the most powerful source of self-efficacy, and the causes of teachers’ negative emotional states beyond school context.
Description
Abstract
Full text article is available at https://doi.org/10.1177/00220574221094238
Keywords
Bandura’s Perspectives, Secondary education, Teacher efficacy, Bandura’s self-efficacy theory, Bandura, Secondary school, Efficacy attributes, Secondary education expansion policy
Citation
Lawrent, G. (2022). Sources of teacher efficacy related attributes alongside bandura’s perspectives. Journal of Education,