Teacher Efficacy Calibration in Education Reform

Abstract

This article provides a theoretical conceptualization of teacher efficacy calibration to explain instances when highly efficacious teachers fail to implement the pedagogical innovations prescribed by education reforms. We first examine the theoretical foundations for teacher efficacy calibration and its importance for successful implementation in educational reform. A reinterpretation of data from prior phases of our ongoing research into Qatar's K-12 far-reaching reform efforts provides specific support for the importance of teacher efficacy calibration accuracy in achieving expected implementation fidelity. Recommendations are offered to professional development programs and policymakers to promote conditions that facilitate teacher efficacy calibration precision.