THE RELATIONSHIP BETWEEN TEACHER EFFICACY AND STUDENTS' ACADEMIC ACHIEVEMENT: A META-ANALYSIS
THE RELATIONSHIP BETWEEN TEACHER EFFICACY AND STUDENTS' ACADEMIC ACHIEVEMENT: A META-ANALYSIS
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DOI：
10.2224/sbp.6554
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发表时间：
2018-04-01
影响因子：
1.3
通讯作者：
Seo, Eun Hee
中科院分区：
文献类型：
--
作者：
Kim, Kyung Ryung;Seo, Eun Hee
我们综合了涉及4130名教师的16项研究的结果，进行了一项荟萃分析，以探讨教师效能感与学生学业成绩之间的关系是否受到教师效能感测量量表的影响，以及/或教师效能感的子因素、教学经验长度、学校位置或学生的教育水平的影响。结果显示，教师效能感与学生学业成绩的平均关系显著，但效应量较小。结果还表明，该关系受教师效能感测量指标和子因子以及教学经验长度的影响。在使用Gibson和Dembo量表的研究中，在课堂管理方面，在教师少于11年教学经验的情况下，教师效能感与学生学业成绩之间的关系不显著。
We conducted a meta-analysis by synthesizing the results of 16 studies involving 4,130 teachers to explore whether or not the relationship between teacher efficacy and students' academic achievement was influenced by the scale used to measure teacher efficacy, and/or by the subfactors of teacher efficacy, length of teaching experience, location of the school, or the students' educational level. The results showed that the mean relationship between teacher efficacy and students' academic achievement was significant but the effect size was small. The results also indicated that the relationship was influenced by some teacher efficacy measures and subfactors, and by length of teaching experience. In studies in which the measure used was Gibson and Dembo's scale, in regard to classroom management, and in the case of teachers with fewer than 11 years of teaching experience, the relationship between teacher efficacy and student academic achievement was nonsignificant.