Teacher Self-Efficacy and Pupil Achievement: Much Ado about Nothing? International Evidence from TIMSS

Autor/inn/en	Jerrim, John; Sims, Sam; Oliver, Mary
Titel	Teacher Self-Efficacy and Pupil Achievement: Much Ado about Nothing? International Evidence from TIMSS
Quelle	In: Teachers and Teaching: Theory and Practice, 29 (2023) 2, S.220-240 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jerrim, John) ORCID (Sims, Sam) ORCID (Oliver, Mary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2022.2159365
Schlagwörter	Teacher Effectiveness; Academic Achievement; International Assessment; Achievement Tests; Foreign Countries; Elementary Secondary Education; Mathematics Achievement; Mathematics Tests; Science Achievement; Science Tests; Teacher Student Relationship; Attribution Theory; Correlation; Self Efficacy; Teacher Attitudes; Outcomes of Education; Cross Cultural Studies; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Lernleistung; Schulerfolg; Cultural comparison; Kulturvergleich
Abstract	Bandura's influential theory has been used to argue that teachers with high self-efficacy will be more effective at increasing pupil achievement--and a voluminous empirical literature has repeatedly documented associations consistent with this claim. However, few studies have considered whether these correlations reflect an underlying causal relationship. In this paper we utilise across-subject, within-pupil variation in teacher self-efficacy in the Trends in Mathematics and Science Study (TIMSS) 2015 data to provide new evidence on this question. By focusing upon relative differences in teacher self-efficacy and pupil achievement within pupil-teacher pairs, our estimates control for more potential confounders than much of the existing literature. Contrary to that literature, we find no evidence of a relationship. Instead, this paper presents clear and consistent findings of null effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01