Teacher Self-Efficacy: A Qualitative Systematic Review of ProQuest Theses and Dissertations from 2010-2019

Abstract

Education is very important aspect of each person, therefore it should be developed. One developmental criteria is academic achievements of students in schools. Teachers are known to be the most important factor of student academic achievement. Therefore, a teacher's self-efficacy, which is the teacher's belief in their own ability to teach, is an important factor for improved student achievement. The purpose of this study was to research how teacher efficacy in secondary school has been researched in dissertations and theses and what are the common and distinguishing features of these studies. A qualitative systematic review was used to answer the research questions: how are studies of teacher efficacy in secondary school researched in dissertation? what are the common and distinguishing features of the studies? Using an adapted framework by Nadasen (2016), 19 selected studies were identified from ProQuest: Theses and Dissertations database across a 10 year span (2010 to 2019). Conducting thematic analysis of these 19 studies led to findings primarily were conducted in Western nations and showed that teacher self-efficacy positively correlated with the classroom management, student engagement, student outcomes, job satisfaction and professional development. These findings can be useful for school administration and policy makers.