Teacher’ Self-Efficacy And Student Learning

Abstract

The teacher’s perception of their teaching self-efficacy includes a whole set of beliefs about their own ability to teach and to exert a positive effect on student learning. These beliefs are linked to behaviour patterns that teachers show in the classroom, and that establish marked differences in the type of teaching and in the strategies and methodologies used by teachers in their daily practice. This paper examines the results of a study in which 71 teachers and over 200 students from the University of Deusto (Spain) and the Catholic University of Temuco (Chile) took part. The aim of this study was to analyse teachers’ beliefs and their relationship to students’ perceived learning.