Interventions with individual support activities improve pre-service and beginning teachers' self-efficacy with a medium-sized overall effect¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3 · i2 medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Across 28 studies (49 effect sizes), interventions showed a significant, medium-sized overall effect on PSTs' and BTs' teacher self-efficacy (g = 0.678). → Mok 2022

Evidence¶

Mok 2022¶

Mok, S. Y., Rupp, D., & Holzberger, D. (2022). What kind of individual support activities in interventions foster pre-service and beginning teachers' self-efficacy? A meta-analysis. Preprint submitted for peer-review. https://doi.org/10.1016/j.edurev.2023.100552

q3 · i2 · quant-synthesis · r?

Random-effects meta-analysis with robust variance estimation of 28 intervention studies (k = 49 effect sizes) targeting PSTs and BTs. The article reports "Hedges' g = 0.678" (p < .001, CI [0.547, 0.809]), a medium effect, with high heterogeneity (I2 = 90.133).

"we showed a significant and medium-sized overall effect on teacher self-efficacy across all 28 studies (k = 49 effect sizes; Hedges' g = 0.678 (SE = 0.064, p < .001, CI [0.547, 0.809], I2 = 90.133, Figure 1)."

Discussion¶

Related Claims¶

• No individual support activity other than feedback on lesson plans significantly moderated the intervention effect — related
• Providing feedback on lesson plans amplifies the intervention effect on teacher self-efficacy (large effect, near-significant) — related
• Publication-bias tests found no evidence of substantial publication bias in the meta-analytic sample — related
• Guided reflection was the most frequently applied individual support activity in the included interventions — related