Autors:

CiteWeb id: 20010000359

CiteWeb score: 2541

DOI: 10.1016/S0742-051X(01)00036-1

Teacher efficacy has proved to be powerfully related to many meaningful educational outcomes such as teachers’ persistence, enthusiasm, commitment and instructional behavior, as well as student outcomes such as achievement, motivation, and self-efficacy beliefs. However, persistent measurement problems have plagued those who have sought to study teacher efficacy. We review many of the major measures that have been used to capture the construct, noting problems that have arisen with each. We then propose a promising new measure of teacher efficacy along with validity and reliability data from three separate studies. Finally, new directions for research made possible by this instrument are explored. r 2001 Elsevier Science Ltd. All rights reserved.

The publication "Teacher Efficacy: Capturing an Elusive Construct." is placed in the Top 10000 of the best publications in CiteWeb. Also in the category Psychology it is included to the Top 1000. Additionally, the publicaiton "Teacher Efficacy: Capturing an Elusive Construct." is placed in the Top 1000 among other scientific works published in 2001.
Links to full text of the publication: