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Academic Leadership: The Online Journal (2003-2012)

Abstract

A literature review of student interns’ (often referred to as student teachers or pre-service teachers) efficacy beliefs revealed that most studies have focused on the effects of teacher efficacy on teacher effectiveness and student achievement. However, the role that mentor teachers (often referred to as cooperating teachers or collaborating teachers) play in the growth of efficacy beliefs of student interns has received little attention, and the empirical evidence is insufficient. A teacher’s sense of efficacy has been defined as “the teacher’s belief in his or her capability to organize and execute courses of action required to successfully accomplish a specific teaching task in a particular context” (Tschannen-Moran & Woolfolk Hoy, 1998, p. 233). Teacher efficacy has been correlated with education innovations (Cousins & Walker, 2000), classroom management (Woolfolk, Rosoff, & Hoy, 1990), teaching effort (Allinder, 1994), and commitment to teaching (Coladarci, 1992). According to Erdem & Demirel (2007), the teachers’ sense of efficacy is crucial to manage classroom, organize and teach courses, and motivate and communicate students for learning effectively. Teacher efficacy also has been linked to student motivations (Midgley, Feldlaufer, & Eccles, 1989), academic achievement (Ashton & Webb, 1986; Moore & Esselman, 1992; Ross, 1992; Muijs & Reynolds, 2002), and classroom behavior (Tschannen-Moran & Woolfolk Hoy, 2001).

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