This document discusses self-efficacy theory, which involves an individual's belief in their own ability to successfully perform a task or behavior. Self-efficacy has two components - outcome expectancy, which is the belief that a specific action will lead to a particular result, and self-efficacy, which is the belief in one's own competence to perform a task. An individual's expectations for success determine their behavioral response, level of effort, and perseverance when facing obstacles. Self-efficacy can be developed through mastery experiences, vicarious experiences, verbal persuasion, and physiological states. The document also discusses how a teacher's sense of self-efficacy is influenced by opportunities for collaboration with colleagues, support from administrators,

2. Skillfulness, ability, capability,
competency, productiveness
a skill that aims for a desired result.
A belief in his or her ability to execute
the courses of action needed to
positively affect performance.
-Dissertation submitted to the Faculty of the Graduate School of the
University of Maryland, College Park

4. *A cognitive motivational construct that
involves two components, outcome
expectancy and self-efficacy.
Outcome expectancy involved the belief
that an individual holds regarding the
specific results accruing from a
particular action.
Whereas, self-efficacy pertain to beliefs
regarding personal competency to affect
or execute a given task.
Bandura (1977))

5. Theory of behavioral change known as
“Self Efficacy Theory” (SET).
An individual’s expectations for success
determines the behavioral response,
including:
a. The individual’s determination to initiate a
specific behavior,
b. Level of intensity of the response, and,
c. Perseverance and coping behaviors when
confronted with obstacles.
This theory depicts an individual’s belief in
their abilities to successfully engage in

7. (3) verbal persuasion that others might
use to help convince an individual that he
possesses the ability to perform a certain
task;
(4) and physiological and affective states
that serve as another indicator of
capability.

9. One must believe that his behaviors can effect
the education of their students.
He must recognize that he has the capacity
and power to make key decisions which will
effect his role and students’ production.
The key focus must be on determining how to
bring about and sustain wide-spread teacher
sense of efficacy.
He needs to feel competent to do the job and
be assured that the system is capable of
supporting his role.

10. In addition, can
be greatly increased by increased in
emotional rewards . At the center of
these rewards is shared decision making
and the opportunity for a real voice in
schooling.
(Andrews, S.V., 1994; Chase, A.M., 1991).

16. “Teachers who work within a professional
community might have more opportunities
for and with their
colleagues, and these opportunities (or lack
thereof) might relate to their sense of
efficacy.”

17. “Administrators who for teachers
to meet and talk, physical proximity between
teachers, opportunities for interdependent
teaching roles,
communication structures, and
and school
autonomy provide a foundation upon which
professional communities can be
developed.”

18. “ of
schools—openness for improvement within
the school from
colleagues, trust and respect from relevant
external members of the community (e.g.,
parents), teachers’ access to expertise, and
supportive leadership within the school—also
aid in creating a sense of professional
community.”