This document discusses the relationship between teacher efficacy and student self-efficacy. It begins by defining teacher efficacy as a teacher's belief in their ability to help students learn, and student self-efficacy as a student's belief in their own abilities. The hypothesis is that teachers with high personal teaching efficacy will develop greater self-efficacy in their students. The learning objectives are to define teacher and student efficacy, investigate how teacher efficacy impacts student self-efficacy, and propose solutions to limitations. Key factors that influence teacher efficacy are discussed, such as teaching experience, administrative support, and collaborative work environments. Overall, the document analyzes how teacher efficacy can positively impact student beliefs about their own capabilities.

1. Problem
Statement 1
Teachers should have high teaching efficacy.

2. Problem
Analysis

3. Learning Issues
1. What are the attributes of a teacher with high teaching
efficacy?
1. What determines a teacher’s personal teaching efficacy?
1.What are the evidence/theories that inform teachers
about the effect of personal teaching efficacy and collective
efficacy of teachers on the self-efficacy in students?
Learning Issues Hypothesis Learning Objectives

4. Hypothesis
Teachers with HIGH personal teaching
efficacy develop GREATER self-efficacy in
their students
Learning Issues Hypothesis Learning Objectives

5. Learning
Objectives
1. Define teachers’ teaching efficacy and students’ self-
efficacy
2. To investigate whether and how a teacher’s teaching
efficacy affects the students’ self efficacy
1. Proposed solutions and their limitations
Learning Issues Hypothesis Learning Objectives

7. Problem
Analysis
In many occasions, Jeremy felt
stupid after being ridiculed by
his classmates. He has low
confidence in his abilities and
this leads to his
underperformance. All these
are manifestations of his low
self-efficacy. We will address
this issue.

8. What is Self-efficacy?
Eggen and Kauchak
(2012) cited Bandura
(1997) in the definition of
self-efficacy:
the belief that one is
capable of accomplishing a
specific task

9. Characteristics of students
Frank (2012) defines characteristics of students
using self-efficacy:
High Self-Efficacy Low Self-Efficacy
Confident Fear of Risk
Accurate self- Fear of uncertainty
evaluation
Impression
Willingness to take risk management
Try very hard to
View mistakes as present themselves
opportunities to as successful and
improve competent
Hide mistakes from

10. Verbal
Modeling
Persuasion
Past Emotional
Experiences State
Self-
efficacy

11. Verbal
Modeling
Persuasion
Past Emotional
Experiences State
Self-
efficacy

12. Past Performance
Elaborate on what past performance refers to.
Bring in Achievement SPRINGBOARD!
Among many factors, teachers’ collective and
personal teaching efficacies have a direct impact
on students’ performances/achievements.

13. Establish links!
The relationship between teachers’ efficacies and
students’ achievements
Readings etc as evidence of the link!!

14. Teaching efficacy
“teachers’ belief that they are capable of getting all
students to learn, regardless of prior knowledge,
ability or personal backgrounds” (Eggen and
Kauchak, 2012)
Hoi (2008) cited Bandura’s (1997) description on
teaching efficacy to be made of two components:
 Personal teacher efficacy
How a teacher takes upon oneself
the responsibility for students’ learning or behaviour
 Professional teacher efficacy
The belief that any teacher is able to triumph
over external difficulties

15. Characteristics of teachers
with…
High Teaching Efficacy Low Teaching Efficacy
Regards students as being Pessimistic about students’ ability to
capable of high academic improve (unteachable)
achievements
Inclined to attribute students’ weak
Take responsibility for
students’ learning academic achievements to students’
low abilities
Demanding but fair
Lower expectations
Provides support for students
to reach these goals Spend less time on learning activities
Praise students for their
increasing competence Give up on low achievers
Persevere with low achievers Often resort to restrictive and punitive
modes of discipline

16. Factors affecting Teachers’ Teaching
Efficacy
TE varies with age (Article 1 - Chiu and Klassen,
2010)

17. In-service teacher
training programme
Pre-service teacher Commendation and
training programme encouragement by
school leaders
SOLUTIONS
Participation and
Collaborative and control over
supportive professional
working Confidence in workplace
environment school leadership
and power

18. Pre-service Teacher Training
Programme

19. In-service Teacher Training
Programme

20. Commendation and Encouragement
by School Leaders

21. Participation and Control over
Professional Workplace

22. Confidence in School
Leadership and Power

23. Collaborative and Supportive
Learning Environment

24. References
http://www.gifted.uconn.edu/siegle/selfefficacy/se
ction2.html
http://www.uky.edu/~eushe2/Pajares/self-
efficacy.html#Bandura
http://www.excelatlife.com/articles/selfesteem.ht
m
Eggen and Kauchak’s TEXTBOOK!
Santrock