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

Li-Yi Wang, Liang-See Tan, Jen-Yi Li, Irene Tan and Xue-Fang Lim

The Journal of Educational Research, 2017, vol. 110, issue 2, 140-150

Abstract: Developing a high level of efficacy can be challenging to teachers who work with low-achieving students. The authors adopted a pragmatic qualitative research design to investigate the sources of efficacy information reported by five high-efficacy teachers and four low-efficacy teachers of secondary low-achieving students in Singapore. The results show that the psychological sources of information postulated by Albert Bandura (i.e., mastery experiences, verbal persuasion, vicarious experience, and physiological and emotional arousal), are valid but insufficient to explain high teacher efficacy. Three additional nonpsychological sources of information, including teachers' knowledge about students, rapport with students, and previous working experiences, also played significant roles in the creation of high teacher efficacy.

Date: 2017
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/00220671.2015.1052953 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:110:y:2017:i:2:p:140-150

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/vjer20

DOI: 10.1080/00220671.2015.1052953

Access Statistics for this article

The Journal of Educational Research is currently edited by Mary F. Heller

More articles in The Journal of Educational Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().