Article:: Teacher Efficacy: What Is It and Does It Matter

This document discusses teacher efficacy, which is a teacher's belief in their own ability to influence student outcomes. It defines efficacy and describes techniques teachers use to support student success. A teacher with high efficacy is more likely to motivate students, be organized, and believe that with effort all students can succeed regardless of outside factors. The principal plays a key role in promoting teacher efficacy by providing opportunities for positive experiences.

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Article:: Teacher Efficacy: What Is It and Does It Matter

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3.

1 Philosophy - Demonstrating a Sense of Efficacy

● Defines and explains efficacy in the school environment
● Describes techniques teachers use to support students’ success
(to help struggling students meet learning goals)

Article:
Teacher Efficacy:
What is It and Does It Matter
1. Debate the following with a partner:

A “When it comes right down to it, a teacher really can’t do much because
most of a student’s motivation and performance depends on his or her
home environment.”

Not correct. A teacher can influence a student by being positive and by showing them
that they CAN do the work. A teacher with a good efficacy will be able to pass on
motivation to the children and their teaching will most likely be more effective to the kids
and their learning.

B “If I try really hard, I can get through to even the most difficult or unmotivated
students” (Armor et al., 1976, in Henson, 2001).

Yes. Going off of what I said to the previous quote, a teacher can use their efficacy to motivate
their students and help them grow and be excited to learn.

2. How does a teacher’s sense of efficacy affect his or her teaching?

The better the efficacy a teacher has, the more likely they are to be more accepting of all
students and their answers, be motivated to teach the class and not give up, and are also more
organized and planned out with their lessons in the classroom.

3. How does a teacher’s sense of efficacy affect student achievement?

The better the efficacy, the more likely the student is able to learn and succeed. The teacher
gives motivation to the student so that they want to learn. They also have better lessons, so the
student will be getting taught the information in depth and will be more likely to understand it.

4. Behaviors that teachers with a strong sense of efficacy exhibit include;

Motivation, acceptance, positivity, optimism, confidence, risk taking, cooperation

5. Compare and contrast “Personal Efficacy” and “General Efficacy”.

General- Perception of ability to perform across variety of situations

Personal- Perception of ability to perform on a specific topic

6. After reading the article what do you think is the 1 or 2 most important impacts on a
teacher’s sense of efficacy?

1- The principals efficacy

2- Peer efficacy

7. Describe a school environment in which ‘Collective Efficacy” will thrive?

School where all teachers have a positive “we got this” efficacy and where the principal does
also, as well as the entire faculty being optimistic and motivational as well.

8. What is the principal’s role in promoting teacher efficacy?

By providing good experiences and opportunities for the teachers, the teachers will be able to
have a better efficacy and promote collective efficacy around the entire school.

9. Reflect on this article. What are your thoughts on the two statements debated? What
has/will affect your sense of efficacy? How can you or Can you build a sense of efficacy
or does it just come naturally? Add any other thoughts you have.

I believe that the better efficacy teachers and the school has, the more students that will learn
and benefit from the school day. Teachers can use their motivation and never give up efficacy
to motivate even the least motivated students. My efficacy will be affected by my homelife
(stress), my peer teachers, and my school. Some of your personal efficacy comes naturally, but
you can also build this sense by working with fellow teachers and following their example.