Measurement of teacher self-efficacy beliefs: Literature review

Abstract

The teacher self-efficacy beliefs have significant importance in the educational context, since they influence both the occupational aspects of the professional and the quality of the offered education. The objective was to carry out a literature review of the measurement instruments used to assess teacher self-efficacy beliefs and to identify the constructs related to the study of this theme. Of the 113 studies retrived from PePSIC, SciELO and ERIC databases, 21 that applied to the eligibility criteria were included in the review. The results showed the use of both national and foreign instruments. The analysis indicated an increase in research between 2009 and 2019, as well as a preponderance in journals focused on education. There was a predominance of studies related to self-efficacy beliefs and the use of technologies in the classroom, inclusive education and health of the teaching professional. The implications of the findings are discussed, considering the relevance of the psychological instruments for assessing teaching self-efficacy beliefs.