Individual, Organizational and Emotional Determinants of Teacher Self-Efficacy

Abstract

Teachers’ self-efficacy has been related to teachers' behavior in the classroom and to teacher burnout. Only few studies have examined the ability to influence teachers' self-efficacy or predict it from different angles. The present research aimed to draw together and examine individual, organizational, and emotional variables that may predict teacher self-efficacy, and contribute to our ability to strengthen teachers’ beliefs about their capability. Results indicated that emotional self-efficacy and empathy were the strongest predictors of teacher self-efficacy and explained 36% of its variance. Individual characteristics were the second predictor of teacher self-efficacy and explained 11% of its variance. Organizational factors were the weakest predictor of teacher self-efficacy (1% of variance). These findings may contribute to the ongoing argument that the focus on teachers' emotions and emotional abilities must grow in order to better the overall educational milieu.