Teacher belief efficacy as self-efficacy plus outcome expectancy (Bandura-based two-component construct)¶

Theory · All theories
Evidence · 1 claim (1 for) · 2 studies (2 review), q2 · 0 of 2 report an effect size

Description¶

The article applies Bandura's (1977) self-efficacy construct to teaching environmental education, defining belief efficacy as comprising two components: "a person's perception of ability to perform the behavior (self-efficacy) and a person's expectation that a specific behavior will result in desirable outcomes (outcome expectancy)." The EEEBI operationalizes these as a Personal EE Teaching Efficacy Belief Scale and an EE Teaching Outcome Expectancy Scale. The article also cites Gibson and Dembo's (1984) prediction that teachers holding both beliefs should persist longer and provide greater academic focus.

Design Implications¶

Context¶

Requirements¶

• An instrument with separate self-efficacy and outcome expectancy scales to measure the two components independently

Constraints¶

• Reliability and validity of the adapted EE instrument were not yet determined in this preliminary study

Target Learners¶

• preservice elementary teachers

Target Learning Objectives¶

• teaching environmental education concepts effectively

Claims¶

• Preservice Teachers Negative Ee Self Efficacy [+M]
• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. [+M]

Related Theories¶

• Self-Efficacy Theory
• Social Learning Theory
• Expectancy-Value Theory

Examples¶

• Environmental Education Efficacy Belief Instrument (EEEBI)
• Address preservice teachers' EE teaching efficacy through infusion across methods courses or a separate EE course
• Communicating Positive Expectations

Key Sources¶

• Sia, Archibald P. (1992). Preservice Elementary Teachers' Perceived Efficacy in Teaching Environmental Education: A Preliminary Study. https://eric.ed.gov/?id=ED362487