Teacher efficacy: Maturing the construct through research in alternative paradigms

Journal article

Labone, Elizabeth. (2004). Teacher efficacy: Maturing the construct through research in alternative paradigms. Teaching and Teacher Education. 20(4), pp. 341 - 359. https://doi.org/10.1016/j.tate.2004.02.013
AuthorsLabone, Elizabeth
Abstract

The construct of teacher efficacy has been the subject of much research for approximately 25 years, yet this research has been dominated by correlational studies used to establish the power of teacher efficacy beliefs. This paper aims to redress this imbalance by discussing new directions for teacher efficacy research focused within alternative research paradigms. Two key areas of focus are discussed: first in response to the interpretivist paradigm the paper provides a theoretical grounding for the study of the development of teacher efficacy beliefs and second, in response to the critical theorists the paper discusses the importance of broadening the construct of teacher efficacy to explore dimensions of efficacy that facilitate educational reform.

KeywordsTeacher efficacy; Self-efficacy; Measurement; Teacher beliefs
Year2004
JournalTeaching and Teacher Education
Journal citation20 (4), pp. 341 - 359
PublisherElsevier Ltd
ISSN0742-051X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.tate.2004.02.013
Scopus EID2-s2.0-2342423779
Page range341 - 359
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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