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Teacher Self-Efficacy and Pupil Achievement: Much Ado about Nothing? International Evidence from TIMSS

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Title: Teacher Self-Efficacy and Pupil Achievement: Much Ado about Nothing? International Evidence from TIMSS
Language: English
Authors: Jerrim, John (ORCID 0000-0001-5705-7954), Sims, Sam (ORCID 0000-0002-5585-8202), Oliver, Mary (ORCID 0000-0002-4177-0920)
Source: Teachers and Teaching: Theory and Practice. 2023 29(2):220-240.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Teacher Effectiveness, Academic Achievement, International Assessment, Achievement Tests, Foreign Countries, Elementary Secondary Education, Mathematics Achievement, Mathematics Tests, Science Achievement, Science Tests, Teacher Student Relationship, Attribution Theory, Correlation, Self Efficacy, Teacher Attitudes, Outcomes of Education, Cross Cultural Studies
Assessment and Survey Identifiers: Trends in International Mathematics and Science Study
DOI: 10.1080/13540602.2022.2159365
ISSN: 1354-0602
1470-1278
Abstract: Bandura's influential theory has been used to argue that teachers with high self-efficacy will be more effective at increasing pupil achievement--and a voluminous empirical literature has repeatedly documented associations consistent with this claim. However, few studies have considered whether these correlations reflect an underlying causal relationship. In this paper we utilise across-subject, within-pupil variation in teacher self-efficacy in the Trends in Mathematics and Science Study (TIMSS) 2015 data to provide new evidence on this question. By focusing upon relative differences in teacher self-efficacy and pupil achievement within pupil-teacher pairs, our estimates control for more potential confounders than much of the existing literature. Contrary to that literature, we find no evidence of a relationship. Instead, this paper presents clear and consistent findings of null effects.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1385992
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Jerrim%2C+John%22">Jerrim, John</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5705-7954">0000-0001-5705-7954</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sims%2C+Sam%22">Sims, Sam</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5585-8202">0000-0002-5585-8202</externalLink>)<br /><searchLink fieldCode="AR" term="%22Oliver%2C+Mary%22">Oliver, Mary</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4177-0920">0000-0002-4177-0920</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Teachers+and+Teaching%3A+Theory+and+Practice%22"><i>Teachers and Teaching: Theory and Practice</i></searchLink>. 2023 29(2):220-240.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 1354-0602<br />1470-1278
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  Data: Bandura's influential theory has been used to argue that teachers with high self-efficacy will be more effective at increasing pupil achievement--and a voluminous empirical literature has repeatedly documented associations consistent with this claim. However, few studies have considered whether these correlations reflect an underlying causal relationship. In this paper we utilise across-subject, within-pupil variation in teacher self-efficacy in the Trends in Mathematics and Science Study (TIMSS) 2015 data to provide new evidence on this question. By focusing upon relative differences in teacher self-efficacy and pupil achievement within pupil-teacher pairs, our estimates control for more potential confounders than much of the existing literature. Contrary to that literature, we find no evidence of a relationship. Instead, this paper presents clear and consistent findings of null effects.
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  Data: 2023
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      – SubjectFull: Teacher Effectiveness
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      – SubjectFull: Academic Achievement
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      – SubjectFull: International Assessment
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