Open AccessOverview of research on teacher self-efficacy in social cognitive perspective
Author(s) -
Antonio Fernández Fernández,
Maély Ferreira Holanda Ramos,
Simone Souza da Costa Silva,
Karla Cristina Furtado Nina,
Fernando Augusto Ramos Pontes
Publication year - 2016
Publication title -
anales de psicología
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.578
H-Index - 31
eISSN - 1695-2294
pISSN - 0212-9728
DOI - 10.6018/analesps.32.3.220171
Subject(s) - psychology , depersonalization , self efficacy , emotional exhaustion , collective efficacy , inclusion (mineral) , perspective (graphical) , social psychology , job satisfaction , cognition , developmental psychology , burnout , clinical psychology , artificial intelligence , neuroscience , computer science
The objective of this study was to present an overview of existing researches on self-efficacy teaching. Therefore, researches on articles in the CAPES-Journals and in the SCIELO database were carried out from 2009 to 2013. The survey resulted in 26 articles which consider the inclusion criteria previously established. The results indicate that in relation to the analysis of the frequency words, the following expressions are highlighted: teaching self-efficacy, job satisfaction and students' performance. Self-efficacy is influenced by factors such as emotional exhaustion, depersonalization, job satisfaction, relationship with parents, use of violence, time pressure, academic performance, class management, collective efficacy, among others. These results contribute to signal the direction of the researches which are conducted in the area, indicating some trends and highlighting gaps to be investigated such as a great number of studies that verify the relation between self-efficacy and academic performance as well as self-efficacy teaching and public policy that favor the teaching and learning process