Context Variables that Affect Measures of Teacher Efficacy

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Abstract
This article presents a model describing three context variables hypothesized to affect measures of teacher efficacy. These variables include the nature of the student performance outcome (positive or negative), the ability of the students involved (high or low), and the scope of influence (single student or group of students). The results from studies investigating the influence of performance outcome and student ability variables are summarized. The present study focuses on the scope of influence variable. Data were gathered from 114 experienced elementary and secondary teachers through attitudinal and perceptual self-reports. Correlational analysis generally supported the model, but factor-analytic procedures failed to yield clearly distinct factor dimensions. Possible explanations and implications are discussed.