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This study used a large‐scale, international data set – the Organization for Economic Co‐ operation and Development (OECD) – Teaching and Learning International Survey (TALIS) 2013, consist‐ ing of 14,583 teachers from 34 countries – to examine the manner in which feedback from administrators, time spent observing colleagues’ classes, job satisfaction, and work enjoyment predicted teachers’ instruc‐ tional self‐efficacy. To guide the present study, Bandura’s (1986, 1997) part of the social cognitive theory – that is, self‐efficacy theory – is utilized. We adopted Bandura’s self‐efficacy theory as the framework, for it provides a valuable lens through which we could identify the predictors of teacher self‐efficacy to include in the model investigated in this study. The results of this study suggest that feedback from administrators was not a significant predictor of teacher self‐efficacy for instruction, whilst peer observation, job satisfac‐ tion, and work enjoyment were estimated as being significant predictors. These results have implications for practice – specifically, how teachers and school leaders should cultivate teachers’ self‐efficacy for in‐ struction – and future research.

MODELING TEACHER SELF-EFFICACY AS A FUNCTION OF PEER OBSERVATION, ADMINISTRATIVE FEEDBACK, JOB SATISFACTION, AND WORK ENJOYMENT