The Relationship between Mastery Experience and Teacher Self-Efficacy:A Meta-Analytic Review
Despite the potency of teacher self-efficacy, not much is known about what makes a teacher efficacious. Hence, this meta-analysis took to the task of examining the likelihood and magnitude of the relationship between mastery experience and teacher self-efficacy, and identify moderators of the ass...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
IIUM Press
2017
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| Subjects: | |
| Online Access: | http://irep.iium.edu.my/69135/ http://irep.iium.edu.my/69135/1/IJESmetaanalysis2017.pdf |
| Summary: | Despite the potency of teacher self-efficacy, not much is known about what makes a teacher
efficacious. Hence, this meta-analysis took to the task of examining the likelihood and
magnitude of the relationship between mastery experience and teacher self-efficacy, and
identify moderators of the association. A total of 39 original studies involving 9,560 teachers
were examined. The respondents were teachers of various school levels, and 15 of the studies
involved both primary and secondary school teachers. Almost two thirds of the primary studies
were conducted in Western settings, while the rest were Asian studies. To identify the
moderators, the study applied a meta-regression procedure. The results supported the
expectation that mastery experience positively influences teacher self-efficacy. Additionally, it
was discovered that differences in research design, school level, and culture impacted the
variability of the relationship. Studies that employed experimental designs produced marked
effects on the relationship. An interesting finding was that culture moderated the relationship
between mastery experience and teacher self-efficacy where Western teachers were found to
exhibited superior teacher self-efficacy than their Asian counterparts. |
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