The Relationship between Mastery Experience and Teacher Self-Efficacy: A Meta-Analytic Review

Abstract

The objective of the meta-analysis was to examine the likelihood and magnitude of the effect of the mastery experience and teacher self-efficacy relationship. The meta-analysis also aimed to identify the moderators of the relationship. A total of 39 original studies, involving 9,560 teachers was included in the meta-analysis. To identify the moderators, the study applied meta-regression procedure. The results supported the expectation that mastery experience positively influences teacher self-efficacy. In addition, differences in research design, school level, and culture impacted the variability of the relationship.