University of Cambridge Lecturer, Steve Watson, shares his research findings on building self-efficacy in teachers.

1. Faculty of Education
The importance of teacher self-efficacy
Steven Watson
Faculty of Education

2. Faculty of Education
University of Cambridge Faculty of Education

3. Faculty of Education
• important in making continuing
professional development
effective and
• in solving the recruitment and
retention crisis
Teacher self-efficacy

4. Faculty of Education
What is self-efficacy?
On a scale of 1 to 10
To what extent do you
believe you will be
successful in assembling
the Nordli wardrobe?
10 is super-confident, 1 is no
confidence at all
9 or 10
7 or 8
5 or 6
3 or 4
1 or 2

5. Faculty of Education
Self-efficacy
“…efficacy is a generative capability in which
cognitive, social, emotional and behavioural
subskills must be organized and effectively
orchestrated to serve innumerable purposes”
(Bandura, 1997, p. 37).

6. Faculty of Education
Self-efficacy
“…efficacy is a generative capability in which
cognitive, social, emotional and behavioural
subskills must be organized and effectively
orchestrated to serve innumerable purposes”
(Bandura, 1997, p. 37).

7. Faculty of Education
Self-efficacy
“…efficacy is a generative capability in which
cognitive, social, emotional and behavioural
subskills must be organized and effectively
orchestrated to serve innumerable purposes”
(Bandura, 1997, p. 37).

8. Faculty of Education
Self-efficacy
“…efficacy is a generative capability in which
cognitive, social, emotional and behavioural
subskills must be organized and effectively
orchestrated to serve innumerable purposes”
(Bandura, 1997, p. 37).

9. Faculty of Education
Self-efficacy
“…efficacy is a generative capability in which
cognitive, social, emotional and behavioural
subskills must be organized and effectively
orchestrated to serve innumerable purposes”
(Bandura, 1997, p. 37).
“…perceived self-efficacy is a significant
determinant of performance partially
independently of underlying skills” (Locke,
Fredrick, Lee and Bobko, 1984; Schunk,
1984 cited in Bandura, 1986, p. 391).

10. Faculty of Education
Self-efficacy
“…efficacy is a generative capability in which
cognitive, social, emotional and behavioural
subskills must be organized and effectively
orchestrated to serve innumerable purposes”
(Bandura, 1997, p. 37).
“…perceived self-efficacy is a significant
determinant of performance partially
independently of underlying skills” (Locke,
Fredrick, Lee and Bobko, 1984; Schunk,
1984 cited in Bandura, 1986, p. 391).

11. Faculty of Education
Teacher self-efficacy
Teacher self-efficacy is the belief a teacher
has in their capability, as a result of their
knowledge, actions and strategies, to
contribute to positive outcomes of students in
their class in their class.

12. Faculty of Education
The importance of teacher self-efficacy
Teachers’ sense of efficacy related to student outcomes (Armor et al.,
1976; Ashton & Webb 1986; Moore and Esselman, 1992; Ross, 1992 cited
in Tschannen-Moran & Woolfolk Hoy, 2001).
Related to teachers’ motivation levels (Anderson, Greene & Loewen,
1988).
Related to teachers’ capacity to innovate and sustain innovation (Berman,
McLaughlin, Bass Pauly & Zellman, 1997; Guskey, 1988; Stein and Wang,
1988).
Low teacher self-efficacy is related to low job satisfaction and burnout
(Aloe, Amo, & Shanahan, 2013; Skaalvik & Skaalvik, 2007)

13. Faculty of Education
The importance of teacher self-efficacy
Teachers’ sense of efficacy related to student outcomes (Armor et al.,
1976; Ashton & Webb 1986; Moore and Esselman, 1992; Ross, 1992 cited
in Tschannen-Moran & Woolfolk Hoy, 2001).
Related to teachers’ motivation levels (Anderson, Greene & Loewen,
1988).
Related to teachers’ capacity to innovate and sustain innovation (Berman,
McLaughlin, Bass Pauly & Zellman, 1997; Guskey, 1988; Stein and Wang,
1988).
Low teacher self-efficacy is related to low job satisfaction and burnout
(Aloe, Amo, & Shanahan, 2013; Skaalvik & Skaalvik, 2007)

14. Faculty of Education
The importance of teacher self-efficacy
Teachers’ sense of efficacy related to student outcomes (Armor et al.,
1976; Ashton & Webb 1986; Moore and Esselman, 1992; Ross, 1992 cited
in Tschannen-Moran & Woolfolk Hoy, 2001).
Related to teachers’ motivation levels (Anderson, Greene & Loewen,
1988).
Related to teachers’ capacity to innovate and sustain innovation (Berman,
McLaughlin, Bass Pauly & Zellman, 1997; Guskey, 1988; Stein and Wang,
1988).
Low teacher self-efficacy is related to low job satisfaction and burnout
(Aloe, Amo, & Shanahan, 2013; Skaalvik & Skaalvik, 2007)

15. Faculty of Education
The importance of teacher self-efficacy
Teachers’ sense of efficacy related to student outcomes (Armor et al.,
1976; Ashton & Webb 1986; Moore and Esselman, 1992; Ross, 1992 cited
in Tschannen-Moran & Woolfolk Hoy, 2001).
Related to teachers’ motivation levels (Anderson, Greene & Loewen,
1988).
Related to teachers’ capacity to innovate and sustain innovation (Berman,
McLaughlin, Bass Pauly & Zellman, 1997; Guskey, 1988; Stein and Wang,
1988).
Low teacher self-efficacy is related to low job satisfaction and burnout
(Aloe, Amo, & Shanahan, 2013; Skaalvik & Skaalvik, 2007)

16. Faculty of Education
The importance of teacher self-efficacy
Teachers’ sense of efficacy related to student outcomes (Armor et al.,
1976; Ashton & Webb 1986; Moore and Esselman, 1992; Ross, 1992 cited
in Tschannen-Moran & Woolfolk Hoy, 2001).
Related to teachers’ motivation levels (Anderson, Greene & Loewen,
1988).
Related to teachers’ capacity to innovate and sustain innovation (Berman,
McLaughlin, Bass Pauly & Zellman, 1997; Guskey, 1988; Stein and Wang,
1988).
Low teacher self-efficacy is related to low job satisfaction and burnout
(Aloe, Amo, & Shanahan, 2013; Skaalvik & Skaalvik, 2007).

17. Faculty of Education
The importance of teacher self-efficacy
Teachers’ sense of efficacy related to student outcomes (Armor et al.,
1976; Ashton & Webb 1986; Moore and Esselman, 1992; Ross, 1992 cited
in Tschannen-Moran & Woolfolk Hoy, 2001).
Related to teachers’ motivation levels (Anderson, Greene & Loewen,
1988).
Related to teachers’ capacity to innovate and sustain innovation (Berman,
McLaughlin, Bass Pauly & Zellman, 1997; Guskey, 1988; Stein and Wang,
1988).
Low teacher self-efficacy is related to low job satisfaction and burnout
(Aloe, Amo, & Shanahan, 2013; Skaalvik & Skaalvik, 2007).

18. Faculty of Education
Sources of self-efficacy
• Enactive mastery experience
• Vicarious experience
• Verbal persuasion
• Physiological and affect states

19. Faculty of Education
Sources of self-efficacy
• Enactive mastery experience
• Vicarious experience
• Verbal persuasion
• Physiological and affect states

20. Faculty of Education
Sources of self-efficacy
• Enactive mastery experience
• Vicarious experience
• Verbal persuasion
• Physiological and affect states

21. Faculty of Education
Sources of self-efficacy
• Enactive mastery experience
• Vicarious experience
• Verbal persuasion
• Physiological and affect states

22. Faculty of Education
Sources of self-efficacy
• Enactive mastery experience
• Vicarious experience
• Verbal persuasion
• Physiological and affect states

23. Faculty of Education
The importance of teacher self-efficacy
• Teacher effectiveness and motivation
• Student attainment
• Recruitment and retention

24. Faculty of Education
Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., … Coe, R. (2015,
June 9). Developing great teaching : lessons from the international reviews into effective
professional development. [Monograph]. Retrieved 8 April 2016, from http://tdtrust.org/about/dgt/

25. Faculty of Education
Features of effective professional development
Collaboration in support of professional
learning is not only encouraged but also
structured and disciplined through engaging
with evidence from both pupils’ responses to
changes in practices and from research.

26. Faculty of Education
Features of effective professional development
Collaboration in support of professional
learning is not only encouraged but also
structured and disciplined through
engaging with evidence from both pupils’
responses to changes in practices and
from research.
Develops self-efficacy
through vicarious
experience and verbal
persuasion

27. Faculty of Education
Features of effective professional development
Collaboration in support of professional
learning is not only encouraged but also
structured and disciplined through
engaging with evidence from both pupils’
responses to changes in practices and
from research.

28. Faculty of Education
Features of effective professional development
Collaboration in support of professional
learning is not only encouraged but also
structured and disciplined through
engaging with evidence from both pupils’
responses to changes in practices and
from research.
Develops self-efficacy
through enactive
mastery experience

29. Faculty of Education
Features of effective professional development
Teachers have access to tools for collecting and
analysing qualitative evidence about how changes
are working on the ground alongside outcomes data
through, for example, structured peer observation,
use of video, collaborative action research,
collaborative work scrutinies and/or structured
research lesson study, so that formative evaluation
of whether CPD and CPDL are working can be
evidence informed.

30. Faculty of Education
Features of effective professional development
Teachers have access to tools for collecting and
analysing qualitative evidence about how changes
are working on the ground alongside outcomes data
through, for example, structured peer observation,
use of video, collaborative action research,
collaborative work scrutinies and/or structured
research lesson study, so that formative evaluation
of whether CPD and CPDL are working can be
evidence informed.
Develops self-efficacy
through enactive
mastery experience

31. Faculty of Education
Features of effective professional development
Teachers have access to tools for collecting and
analysing qualitative evidence about how changes
are working on the ground alongside outcomes data
through, for example, structured peer observation,
use of video, collaborative action research,
collaborative work scrutinies and/or structured
research lesson study, so that formative evaluation
of whether CPD and CPDL are working can be
evidence informed.
Develops self-efficacy
through vicarious
experience and verbal
persuasion

32. Faculty of Education
Acknowledgements
Impact Acceleration Account
• Building relationships and networks with potential users of
research to facilitate co-production of knowledge and
maximise impact
• Support for researchers to build networks with potential
users of the products of their research, and further work to
establish ‘proof of concept’ for their innovations
• Drive culture change in Research Organisations to promote
knowledge exchange and improve related skill sets and
capabilities
• Improve engagement with the public sector, civil society,
industry (including SMEs, local business and Innovate UK)
and publics.
Dr Phil
Kirkman
Dr Louis
Major
Ms Lyn
Jones
Project team