The Importance Of Self-Efficacy In The Classroom

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Teacher sense of self-efficacy is an important component of educational research and is relevant to teacher performance and student achievement. Despite a theoretical cadre of some confusion, the concept of self -efficacy is mostly contextual and vastly use in the educational domain as we move forward in the 21st century classroom, in the United States, and abroad. For instance although Bandura’s theory established that the four sources of self-efficacy are- mastery experiences, vicarious experiences, social persuasion and emotional and psychological states (Bandura, 1995), some researchers are considering “mastery experience” as the most important (Sander & Sanders, 2006 , p30) and for others the most important source is “past-performance” (West, Lunenberg & Hines, 2014, p 46). Nonetheless, teacher self-efficacy is a topic of considerable weight as it affects the tasks and goals of teachers in the classroom, the activities and methods they use and the care and effort teachers are willing to make so that the results in classroom improve (Darling-Hammond, Chung & Frelow 2002; Eisenbeis & Cappellini 2013 ). Teachers, seen as facilitator rather than lecturers, are promoting acquisition of knowledge to all students and in turn encourage students to develop their self-efficacy to acquire knowledge, respond to high order questions, participate in substantive discussion and be in touch with the world at large (West, Lunenberg & Hines, 2014) . Furthermore, Wood and Bandura
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