The relationship between teacher efficacy and students’ academic achievement: A meta-analysis

Kyung Ryung Kim1, Eun Hee Seo2
1Department of Teacher Education, Yonsei University, Republic of Korea
2Department of General Education, Seoul Women's University, Republic of Korea
Cite this article:  Kim, K. R., & Seo, E. H. (2018). The relationship between teacher efficacy and students’ academic achievement: A meta-analysis. Social Behavior and Personality: An international journal, 46(4), 529-540.

Volume 46 Issue 4 | e6554 | Published: April 2018 | DOI: https://doi.org/10.2224/sbp.6554

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We conducted a meta-analysis by synthesizing the results of 16 studies involving 4,130 teachers to explore whether or not the relationship between teacher efficacy and students’ academic achievement was influenced by the scale used to measure teacher efficacy, and/or by the subfactors of teacher efficacy, length of teaching experience, location of the school, or the students’ educational level. The results showed that the mean relationship between teacher efficacy and students’ academic achievement was significant but the effect size was small. The results also indicated that the relationship was influenced by some teacher efficacy measures and subfactors, and by length of teaching experience. In studies in which the measure used was Gibson and Dembo’s scale, in regard to classroom management, and in the case of teachers with fewer than 11 years of teaching experience, the relationship between teacher efficacy and student academic achievement was nonsignificant.

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