Teacher self-efficacy belief as a field-specific judgment influencing instructional choices¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article frames teacher self-efficacy within Bandura's social learning theory, defining it as "judgments of people regarding their capacities of coordinating and implementing activities to achieve specific performance types". Ashton's definition covers teachers' beliefs in their talents of influencing student performance and fulfilling duties. Because Pajares holds self-efficacy is field-specific, the article examines science teaching self-efficacy specifically, arguing it shapes learning environments, strategy use, and whether teachers adopt student-centered versus teacher-centered approaches.

Design Implications¶

Context¶

Requirements¶

• Measured with a domain-specific instrument (STEBI) rather than a general efficacy scale, per the article's field-specificity argument

Constraints¶

• The article treats self-efficacy as self-reported belief; it notes some studies found teachers who saw themselves efficient were less sufficient in in-class applications

Target Learners¶

• pre-service primary school teachers

Target Learning Objectives¶

• competence in selecting objectives-aligned taxonomy, strategies, methods, and techniques for science teaching

Claims¶

• Self Efficacy Weakly Correlates Objective Aligned Instructional Planning [+M]

Related Theories¶

Examples¶

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Key Sources¶

• Kaygısız, G.M., Uygun, N., & Uçar, F.M. (2020). The Relationship between the Levels of Self-efficacy Beliefs of Pre-service Teachers and their Levels of Determining Suitable Taxonomy, Strategy, and Method-technique for Science Objectives. Science Education International 31(1), 117-126. https://doi.org/10.33828/sei.v31.i1.12