A qualitative inquiry on sources of teacher efficacy in teaching low-achieving students

References

• Albright, J., Heng, M. A., & Harris, K. (2008). Pedagogical change in the normal technical classroom. Singapore: National Institute of Education, Centre for Research in Pedagogy and Practice.
   Google Scholar
• Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86–95.
   Google Scholar
• Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers' sense of efficacy and student achievement. New York, NY: Longman.
   Google Scholar
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.
   PubMed Web of Science ®Google Scholar
• Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122–147.
   Web of Science ®Google Scholar
• Bandura, A. (1986). Social foundations of thought and action: A cognitive theory. New York, NY: Prentice-Hall.
   Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
   Google Scholar
• Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239–253.
   Web of Science ®Google Scholar
• Bruce, C. D., & Ross, J. A. (2008). A model for increasing reform implementation and teacher efficacy: Teacher peer coaching in grades 3 and 6 mathematics. Canadian Journal of Education, 31, 346–370.
   Google Scholar
• Caprara, G. V., Barbranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers' job satisfaction. Journal of Educational Psychology, 95, 821–832.
   Web of Science ®Google Scholar
• Chang, A. (1997). Report on motivation and classroom behavior of normal technical students. Singapore: National Institute of Education, Centre for Educational Research.
   Google Scholar
• Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Sage.
   Google Scholar
• Cheung, H. Y. (2008). Teacher efficacy: A comparative study of Hong Kong and Shanghai primary in-service teachers. Australian Educational Research, 35, 103–123.
   Web of Science ®Google Scholar
• Fives, H. (2003). What is teacher efficacy and how does it relate to teachers' knowledge? Paper presented at the American Educational Research Association Annual Conference, Chicago.
   Google Scholar
• Foong, P. Y., Ghani, M., & Chang, S. H. (2012). Characteristics of low attainers: Behaviors, affects and home backgrounds. In B. Kaur & M. Ghani (Eds.), Low attainers in primary mathematics (pp. 87–132). Singapore: World Scientific.
   Google Scholar
• Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potentials of the concept, state of the evidence. Review of Educational Research, 74, 59–109.
   Web of Science ®Google Scholar
• Gabriele, A. J., & Joram, E. (2007). Teachers' reflections on their reform-based teaching in mathematics: Implications for the development of teacher self-efficacy. Action in Teacher Education, 29(3), 60–74.
   Google Scholar
• Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569–582.
   Web of Science ®Google Scholar
• Goddard, R. D., & Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17, 807–818.
   Web of Science ®Google Scholar
• Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researchers, 33(3), 3–13.
   Google Scholar
• Good, T. L., & Brophy, J. E. (2003). Looking in the classroom (9th ed.). Boston, MA: Allyn & Bacon.
   Google Scholar
• Guskey, T. R. (1984). The influence of change in instructional effectiveness upon the affective characteristics of teachers. American Educational Research Journal, 21, 245–259.
   Web of Science ®Google Scholar
• Hastings, P. (2012). Early career teachers' self-efficacy for balanced reading instruction. Australian Journal of Teacher Education, 37(6), 55–72.
   Google Scholar
• Henson, R. K. (2002). From adolescent angst to adulthood: Substantive implications and measurement dilemmas in the development of teachers' efficacy research. Educational Psychologist, 37, 137–150.
   Web of Science ®Google Scholar
• Klassen, R., Tze, V., Betts, S., & Gordon, K. (2011). Teacher efficacy research 1998–2009: Sings of progress or unfulfilled promise? Educational Psychology Review, 23, 21–43.
   Web of Science ®Google Scholar
• Mansfield, C. F., & Woods-McConney, A. (2012). “I didn't always perceive myself as a Science person”: Examining efficacy for primary Science teaching. Australian Journal of Teacher Education, 37(10), 37–52.
   Google Scholar
• Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Milner, H. (2001). A qualitative investigation of teachers' planning and efficacy for student engagement. Unpublished dissertation, The Ohio State University, Columbus, OH.
   Google Scholar
• Milner, H. (2002). A case study of an experienced English teacher's self efficacy and persistence through ‘crisis’ situation: Theoretical and practical considerations. High School Journal, 86, 28–36.
   Google Scholar
• Milner, H. R., & Woolfolk Hoy, A. (2003). A case study of an African American teacher's self-efficacy, stereotype threat and persistence. Teaching and Teacher Education, 19, 263–276.
   Web of Science ®Google Scholar
• Mills, N. (2011). Teaching assistants' self-efficacy in teaching literature: Sources, personal assessments, and consequences. The Modern Language Journal, 95, 61–80.
   Web of Science ®Google Scholar
• Mulholland, J., & Wallace, J. (2001). Teacher induction and elementary science teaching: Enhancing self-efficacy. Teaching and Teacher Education, 17, 243–261.
   Web of Science ®Google Scholar
• Onafowora, L. L. (2004). Teacher efficacy issues in the practice of novice teachers. Educational Research Quarterly, 28(4), 34–43.
   Google Scholar
• Ow, C. H. (1992). Self-help tradition at work. Singapore: Chinese Development Assistance Council.
   Google Scholar
• Palmer, D. (2011). Sources of efficacy information in an inservice program for elementary teachers. Science Education, 95, 577–600.
   Web of Science ®Google Scholar
• Poupou, M. (2007). Personal teaching efficacy and its sources: Student teachers' perceptions. Educational Psychology, 27, 191–218.
   Web of Science ®Google Scholar
• Poulou, M., & Norwich, B. (2002). Teachers' cognitive, affective and behavioral responses to children with emotional and behavioral difficulties: A model of decision making. British Educational Research Journal, 28, 111–138.
   Web of Science ®Google Scholar
• Ross, J. A. (1998). The antecedents and consequences of teacher efficacy. In J. Brophy (Eds.), Advances in research on teaching, vol. 7 (pp. 49–73). Greenwich, CT: JAI.
   Google Scholar
• Ross, J. A., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomized filed trial. The Journal of Educational Research, 101, 50–66.
   Web of Science ®Google Scholar
• Ross, J. A., Cousins, J., & Gadalla, T. (1996). Within-teacher predictors of teacher efficacy. Teaching and Teacher Education, 12, 385–400.
   Web of Science ®Google Scholar
• Ruble, L. A., Usher, E. L., & McGrew, J. H. (2011). Preliminary investigation of the sources of self-efficacy among teachers of students with autism. Focus on Autism and Other Developmental Disabilities, 26, 67–74.
   PubMed Web of Science ®Google Scholar
• Savin-Baden, M., & Major, C. (2013). Qualitative research: The essential guide to theory and practice. New York, NY: Routledge.
   Google Scholar
• Sciutto, M. J., Terjesen, M. D., & Bender Frank, A. S. (2000). Teachers' knowledge and misperceptions of attention-deficit/hyperactivity disorder. Psychology in the Schools, 37, 115–122.
   Web of Science ®Google Scholar
• Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611–625.
   Web of Science ®Google Scholar
• Tella, A. (2008). Teacher variables as predictors of academic achievement of primary school pupils Mathematics. International Electronic Journal of Elementary Education, 1, 16–33.
   Google Scholar
• Tschannen-Moran, M., & Johnson, D. (2011). Exploring literacy teachers' self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27, 751–761.
   Web of Science ®Google Scholar
• Tschannen-Moran, M., & McMaster, P. (2009). Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy. The Elementary School Journal, 110, 228–245.
   Web of Science ®Google Scholar
• Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.
   Web of Science ®Google Scholar
• Tschannen-Moran, M., & Woolfolk Hoy, A. (2002). The influence of resources and support on teachers' efficacy beliefs. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
   Google Scholar
• Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.
   Web of Science ®Google Scholar
• Ware, H., & Kitsantas, A. (2007). Teacher and collective efficacy beliefs as predictors of professional commitment. Journal of Educational Research, 100, 303–310.
   Web of Science ®Google Scholar
• Wehlage, G. G. (2001). At-risk students and the need for high school reform. Education, 107, 18–28.
   Google Scholar
• Wertheim, C., & Leyser, Y. (2002). Efficacy beliefs, background variables, and differentiated instruction of Israeli prospective teacher. The Journal of Educational Research, 96, 54–63.
   Web of Science ®Google Scholar
• Wheatley, K. F. (2000). Positive teacher efficacy as an obstacle to educational reform. Journal of Research and Development in Education, 34, 14–27.
   Google Scholar
• Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18, 5–22.
   Web of Science ®Google Scholar
• Wheatley, K. F. (2005). The case for reconceptualizing teacher efficacy research. Teaching and Teacher Education, 21, 747–766.
   Web of Science ®Google Scholar
• Williams, R. (2009). Gaining a degree: The effect on teacher self-efficacy and emotions. Professional Development in Education, 35, 601–612.
   Google Scholar
• Woolfolk Hoy, A., & Hoy, W. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81–91.
   Web of Science ®Google Scholar
• Woolfolk Hoy, A., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, 343–356.
   Web of Science ®Google Scholar
• Wyatt, M. (2010). An English teacher's developing self-efficacy beliefs in using groupwork. System, 38, 603–613.
   Web of Science ®Google Scholar
• Wyatt, M. (2013). Overcoming low self-efficacy beliefs in teaching English to young learners. International Journal of Qualitative Studies in Education, 26, 238–255.
   Google Scholar
• Wyatt, M. (2014). Towards a re-conceptulization of teachers' self-efficacy beliefs: Tackling enduring problems with the quantitative research and moving on. International Journal of Research & Method in Education, 37, 166–189.
   Google Scholar
• Yeo, L. S., Ang, R. P., Chong, W. H., Huan, V. S., & Quek, C. L. (2008). Teacher efficacy in the context of teaching low achieving students. Current Psychology, 27, 192–204.
   Web of Science ®Google Scholar
• Zakeri, A., & Alavi, M. (2011). English language teachers' knowledge and their self-efficacy. Journal of Language Teachers and Research, 2, 413–419.
   Google Scholar