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...

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Main Authors:	Nordin, Mohamad Sahari, Halim, Lilia, Ibrahim, Mohd Burhan, Libdeh, Enas
Format:	Article
Language:	English
Published:	IIUM Press 2017
Subjects:	LB1705 Education and training of teachers
Online Access:	http://irep.iium.edu.my/69135/ http://irep.iium.edu.my/69135/1/IJESmetaanalysis2017.pdf

id	iium-69135
recordtype	eprints
spelling	iium-691352019-07-16T10:23:03Z http://irep.iium.edu.my/69135/ The Relationship between Mastery Experience and Teacher Self-Efficacy:A Meta-Analytic Review Nordin, Mohamad Sahari Halim, Lilia Ibrahim, Mohd Burhan Libdeh, Enas LB1705 Education and training of teachers 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. IIUM Press 2017-12 Article PeerReviewed application/pdf en http://irep.iium.edu.my/69135/1/IJESmetaanalysis2017.pdf Nordin, Mohamad Sahari and Halim, Lilia and Ibrahim, Mohd Burhan and Libdeh, Enas (2017) The Relationship between Mastery Experience and Teacher Self-Efficacy:A Meta-Analytic Review. IIUM JOURNAL OF EDUCATIONAL STUDIES, 5 (2). pp. 73-83. ISSN 2289-8085
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English
topic	LB1705 Education and training of teachers
spellingShingle	LB1705 Education and training of teachers Nordin, Mohamad Sahari Halim, Lilia Ibrahim, Mohd Burhan Libdeh, Enas The Relationship between Mastery Experience and Teacher Self-Efficacy:A Meta-Analytic Review
description	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.
format	Article
author	Nordin, Mohamad Sahari Halim, Lilia Ibrahim, Mohd Burhan Libdeh, Enas
author_facet	Nordin, Mohamad Sahari Halim, Lilia Ibrahim, Mohd Burhan Libdeh, Enas
author_sort	Nordin, Mohamad Sahari
title	The Relationship between Mastery Experience and Teacher Self-Efficacy:A Meta-Analytic Review
title_short	The Relationship between Mastery Experience and Teacher Self-Efficacy:A Meta-Analytic Review
title_full	The Relationship between Mastery Experience and Teacher Self-Efficacy:A Meta-Analytic Review
title_fullStr	The Relationship between Mastery Experience and Teacher Self-Efficacy:A Meta-Analytic Review
title_full_unstemmed	The Relationship between Mastery Experience and Teacher Self-Efficacy:A Meta-Analytic Review
title_sort	relationship between mastery experience and teacher self-efficacy:a meta-analytic review
publisher	IIUM Press
publishDate	2017
url	http://irep.iium.edu.my/69135/ http://irep.iium.edu.my/69135/1/IJESmetaanalysis2017.pdf
first_indexed	2023-09-18T21:38:08Z
last_indexed	2023-09-18T21:38:08Z
_version_	1777412959145820160

The Relationship between Mastery Experience and Teacher Self-Efficacy:A Meta-Analytic Review

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