THE RELATIONSHIP BETWEEN TEACHERS’ MASTERY EXPERIENCE AND TEACHER SELF-EFFICACY: A META-REGRESSION OF CROSS-SECTIONAL STUDIES
Purpose -The objective of the meta-analysis was first to substantiate the magnitude of the effect size (ES) of the relationship between mastery experience and teacher self-efficacy. Second, the meta-analysis was also aimed to search for the research characteristics that moderate the mastery experien...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
2017
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| Subjects: | |
| Online Access: | http://irep.iium.edu.my/68592/1/68592_MJLI2017.pdf http://irep.iium.edu.my/68592/ http://mjli.uum.edu.my/ |
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| Summary: | Purpose -The objective of the meta-analysis was first to substantiate the magnitude of the effect size (ES) of the relationship between mastery experience and teacher self-efficacy. Second, the meta-analysis was also aimed to search for the research characteristics that moderate the mastery experience-teacher efficacy relationship.
Methodology - A total of 26 original studies, involving 10,752 teachers was included in the meta-analysis. To identify the moderators, the study applied meta-regression procedure.
Findings - The results supported the expectation that mastery experience positively influences teacher self-efficacy. Collectively sample charactistic, self-efficacy measure and work culture impacted the variability of the effects size. |
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