Self-efficacy in teacher performance and educational productivity: An integrative review

Lorena Deysy Miranda  Romero; Fabricio Díaz del  Águila; Manuel Alejandro Concha  Huarcaya; Nahum Teófilo Terán Ayay

doi:10.31893/multirev.2025175

Keywords:

Abstract

This paper aims to examine the influence of self-efficacy on teaching performance and educational productivity. To achieve this, an integrative literature review was conducted to comprehensively highlight the key characteristics of scientific research on this topic. A total of 23 articles were selected from the Scopus, WoS, and SciELO databases, taking into account factors such as the year of publication, the volume of documents, the research methodologies employed, the languages of publication, the academic journals, and the databases containing the most relevant studies. The findings reveal that self-efficacy is a widely researched subject within the context of science education. Additionally, the review indicated that quantitative methods are predominantly utilized when studying the impact of self-efficacy on teaching performance and educational productivity. The analysis concludes that self-efficacy plays a significant role in the educational domain, as it enhances both teacher and student performance. Furthermore, self-efficacy is identified as a key mediating variable between teacher performance and productivity, as it positively influences their ability to perform, fostering greater creativity and productivity in their work. This underscores the importance of promoting self-efficacy in educators as a means to improve overall educational outcomes.
References
1. Alibakhshi, G., Nikdel, F., & Labbafi, A. (2020). Exploring the consequences of teachers’ self-efficacy: a case of teachers of English as a foreign language. Asian-Pacific Journal of Second and Foreign Language Education, 5(23), 1-19. https://doi.org/10.1186/s40862-020-00102-1
2. Arce-Saavedra, B.J. & Blumen, S. (2022). Critical thinking, creativity, self-efficacy, and teaching practice in Peruvian teacher trainers. Revista de Psicología, 40(1), 603-633. https://doi.org/10.18800/psico.202201.020
3. Arviv, R. & Rozenberg, K. (2024). Fostering early career teachers’ preparedness, self-efficacy and professional commitment: The role of teacher education. Teaching and Teacher Education, 148, 104691, 1-10. https://doi.org/10.1016/j.tate.2024.104691.
4. Bandura, A. (1978). Self-efficacy: Toward a unifying theory of behavioral change. Advances in Behavior Research and Therapy, 1(4), 139-161. https://doi.org/10.1016/0146-6402(78)90002-4
5. Bandura, A.. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Pyschological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
6. Baniawwad, A.H., Bin, L.I., Rady, Y., Yousef, N.I., Soliman, M., Farag, H.A., Mahmoud, A. & Khasawneh, M. (2024). Influence of Assistive Technology Training on Educators Performance in Saudi Special Education: With the Mediating Role of Educators Knowledge and Educators Self-Efficacy. Eurasian Journal of Educational Research, 110(110), 1-17. DOI: 10.14689/ejer.2024.110.01
7. Bustamante, E., Bustamante, F., González, J., & Bustamante, L. (2017). Autoeficacia docente de profesores de la Escuela de Bioanálisis de la Universidad de Carabobo. EDUMECENTRO, 9(4), 19-32. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S2077-28742017000400003&lng=es&tlng=es. Accessed on May 3, 2024.
8. Cañas, D., & Hernández, J. (2019). Comunicación asertiva en profesores: diagnóstico y propuesta educativa. Praxis & Saber, 10(24), 143-165. https://doi.org/10.19053/22160159.v10.n25.2019.8936
9. Cataudella, S., Mariano, S., Lidia, M., Masala, C., Petretto, D.R., Agus, M., & Penna, M.P. (2021). Teaching in Times of the COVID-19 Pandemic: A Pilot Study on Teachers’ Self-Esteem and Self-Efficacy in an Italian Sample. International Journal of Environmental Research and Public Health, 18(1), 1-14. https://doi.org/10.3390/ijerph18158211.
10. Cayirdag, N. (2017). Creativity Fostering Teaching: Impact of Creative Self-efficacy and Teacher Efficacy. Educacional Sciences: Theory & Practice, 17(6), 1959-1975. https://doi.org/10.12738/estp.2017.6.0437.
11. Cazan, A.-M. & Maican, C.-I. (2023). Factors determining the use of e-learning and teaching satisfaction. Comunicar, 31(74), 89-100. https://doi.org/10.3916/C74-2023-07.
12. Fabelico, F. L. & Afalla, B. T. (2020). Perseverance and passion in the teaching profession: teachers’ grit, self-efficacy, burnout, and performance. Journal of Critical Reviews, 7(11), 108-119. https://doi.org/10.31838/jcr.07.11.17.
13. Fackler, S., Malmberg, L.-E., & Sammons, P. (2021). An international perspective on teacher self-efficacy: Personal, structural and environmental factors. Teaching and Teacher Education, 99, 103255, 1-17. https://doi.org/10.1016/j.tate.2020.103255.
14. Fathi, J. & Derakhshan, A. (2019). Teacher Self-efficacy and Emotional Regulation as Predictors of Teaching Stress: An Investigation of Iranian English Language Teachers. Teaching English Language, 13(2), 117-143. https://doi.org/10.22132/tel.2019.95883
15. García, A., Escorcia C.V., & Perez, B.S. (2017). Burnout Syndrome and Self-Efficacy Beliefs in Professors. Propósitos y Representaciones, 5(2), 65-126. https://doi.org/10.20511/pyr2017.v5n2.170.
16. Haddad, S.I. & Taleb, R.A. (2016). The impact of self-efficacy on performance (An empirical study on business faculty members in Jordanian universities). Computers in Human Behavior, 55(Part B), 877-887. https://doi.org/10.1016/j.chb.2015.10.032.
17. Hardy, P., Shepard, M., & Pilotti, M. (2017). Does Part-Time Faculty’s Self-Efficacy Predict Critical Dimensions of Online College Teaching? College Teaching, 65(2), 50-57. https://doi.org/10.1080/87567555.2016.1232692
18. Hernández, L. & Ceniceros, D. (2018). Autoeficacia docente y desempeño docente, ¿una relación entre variables? Revista Innovación Educativa, 18(78), 171-192. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1665-26732018000300171&lng=es&tlng=es. Accessed on June 10, 2023.
19. Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774-786. https://doi.org/10.1037/a0032198.
20. Hoo, W.C., Wen, S.S., Ibrahim, F., & Madhavedi, S. (2024). Impact Of Self-Efficacy, Self-Esteem, Employee Engagement, And Organizational Citizenship Behavior On Job Performance Of Academic Staff In Higher Education Institutions Of Klang Valley, Malaysia. Educational Administration: Theory and Practice, 30(5), 9628-9649. https://doi.org/10.53555/kuey.v30i5.2226.
21. Lestariningsih, M. (2017). Self Efficacy and Achievement Motivation on Performance with Perceived Organizational Support Moderation (A study on private university lecturer with “A” Accreditation Kopertis Region VII East Java). In International Conference of Organizational Innovation (ICOI 2017) (pp. 81-85). Weihai, China. https://doi.org/10.2991/icoi-17.2017.20
22. Li, Y. & Zhang, L.J. (2022). Influence of Mentorship and the Working Environment on English as a Foreign Language Teachers’ Research Productivity: The Mediation Role of Research Motivation and Self-Efficacy. Frontiers in Psychology, 13, 906932, 1-17. https://doi.org/10.3389/fpsyg.2022.906932.
23. Medina, M. (2020). Abordaje de paciente con sospecha de COVID-19 en el entorno quirúrgico: revisión integrativa. Revista Cuidarte, 11(2), 1-14. https://doi.org/10.15649/cuidarte.1226
24. Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A Step-by-Step Process of Thematic Analysis to Develop a Conceptual Model in Qualitative Research. International Journal of Qualitative Methods, 22, 1-18. https://doi.org/10.1177/16094069231205789.
25. Ninković, S.R. & Knežević, O. Č. (2018). Transformational school leadership and teacher self-efficacy as predictors of perceived collective teacher efficacy. Educational Management Administration & Leadership, 46(1), 49-64. https://doi.org/10.1177/1741143216665842.
26. Orakcı, Ş., Yüreğilli, D., & Karagöz, S. (2023). A mixed methods study of the teachers’ self-efficacy views and their ability to improve self-efficacy beliefs during teaching. Frontiers in Psychology, 13, 1035829, 1-12. https://doi.org/10.3389/fpsyg.2022.1035829.
27. Perera, H.N., Calkins, C., & Part, R. (2019). Teacher self-efficacy profiles: Determinants, outcomes, and generalizability across teaching level. Contemporary Educational Psychology, 58, 186-203. https://doi.org/10.1016/j.cedpsych.2019.02.006
28. Pressley, T. & Ha, C. (2021). Teaching during a Pandemic: United States Teachers’ Self-Efficacy During COVID-19. Teaching and Teacher Education, 106, 103465, 1-9. https://doi.org/10.1016/j.tate.2021.103465.
29. Putwain, D.W. & von der Embse, N.P. (2019). Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress. Education & Psychology, 39(1), 51-64. https://doi.org/10.1080/01443410.2018.1500681
30. Ramdani, Z., Tae, L.F., Prakoso, B.H., & Luanganggoon, N. (2021). Personality Trait, Self-Efficacy, and Individual Work Performance on Science Teachers in Indonesia. In International Conference on Educational Assessment and Policy (ICEAP 2020), Jakarta, Indonesia. doi: https://doi.org/10.2991/assehr.k.210423.058.
31. Ramos, C. & Roque, R. (2021). La influencia docente y el rendimiento académico en estudiantes de una Universidad Pública Mexicana. Revista Dilemas Contemporáneos: Educación, Política y Valores, Edición Especial (7), 1-21. https://doi.org/10.46377/dilemas.v8i.2755.
32. Romero-García, C., Manzanal, A.I., & Palacios, A. (2023). Impacto del proceso de formación del maestro en su afectividad hacia las Matemáticas. Avances de investigación en educación matemática, (24), 93-110. https://doi.org/10.35763/aiem24.4418.
33. Rossi, T., Trevisol, A., Santos-Nunes, D.D., Dapieve-Patias, N., & Hohendorff, J.V. (2020). Autoeficacia general percibida y motivación para aprender en adolescentes de educación media. Acta Colombiana de Psicología, 23(1), 254-263. https://doi.org/10.14718/ACP.2020.23.1.12.
34. Taufiq-Hail, G., Sarea, A.,& Hawaldar, I. (2021). The Impact of Self-Efficacy on Feelings and Task Performance of Academic and Teaching Staff in Bahrain during COVID-19: Analysis by SEM and ANN. J. Open Innov. Technol. Mark. Complex, 7, 224, 1-37. https:// doi.org/10.3390/joitmc7040224
35. Torres, M., Yépez, D., & Lara, A. (2020). La reflexión de la práctica docente. Chakiñan Revista de Ciencias Sociales y Humanidades, (10), 87-101. https://doi.org/10.37135/chk.002.10.06.
36. Turan-Oluk, N., Baran, A., & Ekmekci, G. (2022). Chemistry Teachers’ Self-Efficacy Perception Scale for Teaching in Chemistry Laboratories. Journal of Chemical Education, 99(9), 3114-3123. https://doi.org/10.1021/acs.jchemed.2c00240.
37. Wang, L. (2022). Exploring the Relationship Among Teacher Emotional Intelligence, Work Engagement, Teacher Self-Efficacy, and Student Academic Achievement: A Moderated Mediation Model. Frontiers in Psychology, 12, 810559. https://doi.org/10.3389/fpsyg.2021.810559.
38. Whittemore, R. & Knafl, K. (2005). The integrative review: updated methodology. Journal of Advanced Nursing, 52(5), 546-553. https://doi.org/10.1111/j.1365-2648.2005.03621.x.
39. Zhumash, Z., Nurgaliyeva, S., Zhumabaeva, A., Lebedeva, L.A., Saduakas, G., & Zhoraeva, S.B. (2021). Professional teaching competence in preservice primary school teachers: Structure, criteria and levels. World Journal on Educational Technology: Current Issues, 13(2), 261-271. https://doi.org/10.18844/wjet.v13i2.5699.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Romero, L. D. M., Águila, F. D. del, Huarcaya, M. A. C., & Ayay, N. T. T. (2024). Self-efficacy in teacher performance and educational productivity: An integrative review. Multidisciplinary Reviews, 8(6), 2025175. https://doi.org/10.31893/multirev.2025175

[1] Alibakhshi, G., Nikdel, F., & Labbafi, A. (2020). Exploring the consequences of teachers’ self-efficacy: a case of teachers of English as a foreign language. Asian-Pacific Journal of Second and Foreign Language Education, 5(23), 1-19. https://doi.org/10.1186/s40862-020-00102-1

[2] Arce-Saavedra, B.J. & Blumen, S. (2022). Critical thinking, creativity, self-efficacy, and teaching practice in Peruvian teacher trainers. Revista de Psicología, 40(1), 603-633. https://doi.org/10.18800/psico.202201.020

[3] Arviv, R. & Rozenberg, K. (2024). Fostering early career teachers’ preparedness, self-efficacy and professional commitment: The role of teacher education. Teaching and Teacher Education, 148, 104691, 1-10. https://doi.org/10.1016/j.tate.2024.104691.

[4] Bandura, A. (1978). Self-efficacy: Toward a unifying theory of behavioral change. Advances in Behavior Research and Therapy, 1(4), 139-161. https://doi.org/10.1016/0146-6402(78)90002-4

[5] Bandura, A.. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Pyschological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191

[6] Baniawwad, A.H., Bin, L.I., Rady, Y., Yousef, N.I., Soliman, M., Farag, H.A., Mahmoud, A. & Khasawneh, M. (2024). Influence of Assistive Technology Training on Educators Performance in Saudi Special Education: With the Mediating Role of Educators Knowledge and Educators Self-Efficacy. Eurasian Journal of Educational Research, 110(110), 1-17. DOI: 10.14689/ejer.2024.110.01

[7] Bustamante, E., Bustamante, F., González, J., & Bustamante, L. (2017). Autoeficacia docente de profesores de la Escuela de Bioanálisis de la Universidad de Carabobo. EDUMECENTRO, 9(4), 19-32. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S2077-28742017000400003&lng=es&tlng=es. Accessed on May 3, 2024.

[8] Cañas, D., & Hernández, J. (2019). Comunicación asertiva en profesores: diagnóstico y propuesta educativa. Praxis & Saber, 10(24), 143-165. https://doi.org/10.19053/22160159.v10.n25.2019.8936

[9] Cataudella, S., Mariano, S., Lidia, M., Masala, C., Petretto, D.R., Agus, M., & Penna, M.P. (2021). Teaching in Times of the COVID-19 Pandemic: A Pilot Study on Teachers’ Self-Esteem and Self-Efficacy in an Italian Sample. International Journal of Environmental Research and Public Health, 18(1), 1-14. https://doi.org/10.3390/ijerph18158211.

[10] Cayirdag, N. (2017). Creativity Fostering Teaching: Impact of Creative Self-efficacy and Teacher Efficacy. Educacional Sciences: Theory & Practice, 17(6), 1959-1975. https://doi.org/10.12738/estp.2017.6.0437.

[11] Cazan, A.-M. & Maican, C.-I. (2023). Factors determining the use of e-learning and teaching satisfaction. Comunicar, 31(74), 89-100. https://doi.org/10.3916/C74-2023-07.

[12] Fabelico, F. L. & Afalla, B. T. (2020). Perseverance and passion in the teaching profession: teachers’ grit, self-efficacy, burnout, and performance. Journal of Critical Reviews, 7(11), 108-119. https://doi.org/10.31838/jcr.07.11.17.

[13] Fackler, S., Malmberg, L.-E., & Sammons, P. (2021). An international perspective on teacher self-efficacy: Personal, structural and environmental factors. Teaching and Teacher Education, 99, 103255, 1-17. https://doi.org/10.1016/j.tate.2020.103255.

[14] Fathi, J. & Derakhshan, A. (2019). Teacher Self-efficacy and Emotional Regulation as Predictors of Teaching Stress: An Investigation of Iranian English Language Teachers. Teaching English Language, 13(2), 117-143. https://doi.org/10.22132/tel.2019.95883

[15] García, A., Escorcia C.V., & Perez, B.S. (2017). Burnout Syndrome and Self-Efficacy Beliefs in Professors. Propósitos y Representaciones, 5(2), 65-126. https://doi.org/10.20511/pyr2017.v5n2.170.

[16] Haddad, S.I. & Taleb, R.A. (2016). The impact of self-efficacy on performance (An empirical study on business faculty members in Jordanian universities). Computers in Human Behavior, 55(Part B), 877-887. https://doi.org/10.1016/j.chb.2015.10.032.

[17] Hardy, P., Shepard, M., & Pilotti, M. (2017). Does Part-Time Faculty’s Self-Efficacy Predict Critical Dimensions of Online College Teaching? College Teaching, 65(2), 50-57. https://doi.org/10.1080/87567555.2016.1232692

[18] Hernández, L. & Ceniceros, D. (2018). Autoeficacia docente y desempeño docente, ¿una relación entre variables? Revista Innovación Educativa, 18(78), 171-192. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1665-26732018000300171&lng=es&tlng=es. Accessed on June 10, 2023.

[19] Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774-786. https://doi.org/10.1037/a0032198.

[20] Hoo, W.C., Wen, S.S., Ibrahim, F., & Madhavedi, S. (2024). Impact Of Self-Efficacy, Self-Esteem, Employee Engagement, And Organizational Citizenship Behavior On Job Performance Of Academic Staff In Higher Education Institutions Of Klang Valley, Malaysia. Educational Administration: Theory and Practice, 30(5), 9628-9649. https://doi.org/10.53555/kuey.v30i5.2226.

[21] Lestariningsih, M. (2017). Self Efficacy and Achievement Motivation on Performance with Perceived Organizational Support Moderation (A study on private university lecturer with “A” Accreditation Kopertis Region VII East Java). In International Conference of Organizational Innovation (ICOI 2017) (pp. 81-85). Weihai, China. https://doi.org/10.2991/icoi-17.2017.20

[22] Li, Y. & Zhang, L.J. (2022). Influence of Mentorship and the Working Environment on English as a Foreign Language Teachers’ Research Productivity: The Mediation Role of Research Motivation and Self-Efficacy. Frontiers in Psychology, 13, 906932, 1-17. https://doi.org/10.3389/fpsyg.2022.906932.

[23] Medina, M. (2020). Abordaje de paciente con sospecha de COVID-19 en el entorno quirúrgico: revisión integrativa. Revista Cuidarte, 11(2), 1-14. https://doi.org/10.15649/cuidarte.1226

[24] Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A Step-by-Step Process of Thematic Analysis to Develop a Conceptual Model in Qualitative Research. International Journal of Qualitative Methods, 22, 1-18. https://doi.org/10.1177/16094069231205789.

[25] Ninković, S.R. & Knežević, O. Č. (2018). Transformational school leadership and teacher self-efficacy as predictors of perceived collective teacher efficacy. Educational Management Administration & Leadership, 46(1), 49-64. https://doi.org/10.1177/1741143216665842.

[26] Orakcı, Ş., Yüreğilli, D., & Karagöz, S. (2023). A mixed methods study of the teachers’ self-efficacy views and their ability to improve self-efficacy beliefs during teaching. Frontiers in Psychology, 13, 1035829, 1-12. https://doi.org/10.3389/fpsyg.2022.1035829.

[27] Perera, H.N., Calkins, C., & Part, R. (2019). Teacher self-efficacy profiles: Determinants, outcomes, and generalizability across teaching level. Contemporary Educational Psychology, 58, 186-203. https://doi.org/10.1016/j.cedpsych.2019.02.006

[28] Pressley, T. & Ha, C. (2021). Teaching during a Pandemic: United States Teachers’ Self-Efficacy During COVID-19. Teaching and Teacher Education, 106, 103465, 1-9. https://doi.org/10.1016/j.tate.2021.103465.

[29] Putwain, D.W. & von der Embse, N.P. (2019). Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress. Education & Psychology, 39(1), 51-64. https://doi.org/10.1080/01443410.2018.1500681

[30] Ramdani, Z., Tae, L.F., Prakoso, B.H., & Luanganggoon, N. (2021). Personality Trait, Self-Efficacy, and Individual Work Performance on Science Teachers in Indonesia. In International Conference on Educational Assessment and Policy (ICEAP 2020), Jakarta, Indonesia. doi: https://doi.org/10.2991/assehr.k.210423.058.

[31] Ramos, C. & Roque, R. (2021). La influencia docente y el rendimiento académico en estudiantes de una Universidad Pública Mexicana. Revista Dilemas Contemporáneos: Educación, Política y Valores, Edición Especial (7), 1-21. https://doi.org/10.46377/dilemas.v8i.2755.

[32] Romero-García, C., Manzanal, A.I., & Palacios, A. (2023). Impacto del proceso de formación del maestro en su afectividad hacia las Matemáticas. Avances de investigación en educación matemática, (24), 93-110. https://doi.org/10.35763/aiem24.4418.

[33] Rossi, T., Trevisol, A., Santos-Nunes, D.D., Dapieve-Patias, N., & Hohendorff, J.V. (2020). Autoeficacia general percibida y motivación para aprender en adolescentes de educación media. Acta Colombiana de Psicología, 23(1), 254-263. https://doi.org/10.14718/ACP.2020.23.1.12.

[34] Taufiq-Hail, G., Sarea, A.,& Hawaldar, I. (2021). The Impact of Self-Efficacy on Feelings and Task Performance of Academic and Teaching Staff in Bahrain during COVID-19: Analysis by SEM and ANN. J. Open Innov. Technol. Mark. Complex, 7, 224, 1-37. https:// doi.org/10.3390/joitmc7040224

[35] Torres, M., Yépez, D., & Lara, A. (2020). La reflexión de la práctica docente. Chakiñan Revista de Ciencias Sociales y Humanidades, (10), 87-101. https://doi.org/10.37135/chk.002.10.06.

[36] Turan-Oluk, N., Baran, A., & Ekmekci, G. (2022). Chemistry Teachers’ Self-Efficacy Perception Scale for Teaching in Chemistry Laboratories. Journal of Chemical Education, 99(9), 3114-3123. https://doi.org/10.1021/acs.jchemed.2c00240.

[37] Wang, L. (2022). Exploring the Relationship Among Teacher Emotional Intelligence, Work Engagement, Teacher Self-Efficacy, and Student Academic Achievement: A Moderated Mediation Model. Frontiers in Psychology, 12, 810559. https://doi.org/10.3389/fpsyg.2021.810559.

[38] Whittemore, R. & Knafl, K. (2005). The integrative review: updated methodology. Journal of Advanced Nursing, 52(5), 546-553. https://doi.org/10.1111/j.1365-2648.2005.03621.x.

[39] Zhumash, Z., Nurgaliyeva, S., Zhumabaeva, A., Lebedeva, L.A., Saduakas, G., & Zhoraeva, S.B. (2021). Professional teaching competence in preservice primary school teachers: Structure, criteria and levels. World Journal on Educational Technology: Current Issues, 13(2), 261-271. https://doi.org/10.18844/wjet.v13i2.5699.

Abstract

References

How to cite