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As demonstrated in the literature, teachers’ knowledge sharing, self-efficacy and creativity display certain levels of cause-and-effect and correlational connections from different perspectives. Nonetheless, few studies, if any, have been reported on the interplay of these three concepts in the context of the language classroom. As such, this study aims to test a structural model of English as a foreign language (EFL) teachers’ knowledge sharing, self-efficacy and creativity and specifically to examine the hypothesis that creativity mediates the relationship between EFL teachers’ knowledge sharing and self-efficacy.

The participants were 384 EFL teachers from different language institutes across Iran. The EFL teachers were selected based on random stratified sampling method. To verify the research hypotheses, a quantitative correlational design was used in the present study. The quantitative data was collected using three questionnaires, and then descriptive and inferential statistics were used to analyze the data. Therefore, we used the EFL teachers’ creativity questionnaire developed by Khany and Boghayeri (2014), knowledge sharing behavior scale by Ramayah et al. (2014) and teachers’ self-efficacy questionnaire by Tschannen-Moran and Hoy (2001). To analyze the data, Pearson correlation and multiple regression were run.

The findings revealed the hypothesized model of relationships among the study variables. The results also confirmed the mediator role of creativity. The implications of the findings in relation to creativity, knowledge sharing and self-efficacy are discussed.

The bulk of research on teacher self-efficacy has concentrated fairly adequately on its relationship with factors such as teachers’ reflective practice, critical thinking, emotional intelligence, personality and student achievement. What seems to be rather missing in this line of research has to do with the exploration of the possible links among knowledge sharing, self-efficacy and creativity as interacting variables, especially in the context of Iran where teachers’ knowledge sharing is lower than expected. More importantly, no previous investigation has tapped into the mediating effect of creativity on the connection between English teachers’ knowledge sharing and self-efficacy.

The purpose of this paper is to examine the relationship between school principals’ instructional leadership behaviors, teacher self-efficacy, and collective teacher efficacy.

The participants were a total of 427 teachers working in elementary, middle, and high schools located in the Cekmekoy district of Istanbul. The data were gathered through the “Effective School Leadership Scale,” the “Teacher Self-Efficacy Scale,” and the “Collective Efficacy Scale.” Arithmetic mean, Pearson product-moment correlation coefficient, and multiple linear regression analysis were used in the data analysis.

The results revealed positive and significant relationships between school leadership, teacher self-efficacy, and collective teacher efficacy. In addition, effective school leadership behaviors and teacher self-efficacy perceptions were found to be positive and significant predictors of collective teacher efficacy perceptions.

School principals can implement practices to enhance teachers’ competence, to make them feel more effective and competent as a group. In this sense, teachers who do not feel competent can be guided by those who have more experience in the profession. Additionally, opportunities through which they can experience success can be created for these teachers.

This study aims to focus on how preservice teachers' academic achievements, their frequencies of connecting to the distance learning management system, their gender and the related sub-scales influence their Web-based self-efficacies (WEB-PCK) and their attitudes towards distance education (WBI).

In the study, the structural equality model was used. In the path analysis, the maximum likelihood estimation method was used to predict the parameters of the model. This method allows determining the highest values for the population and the probability of the sample value to occur.

It was found that the sub-scale of Web communication (WEB-C) had a high level of direct and positive influence on the male preservice teachers' self-efficacy perceptions. As for the female preservice teachers, WEB-C did not have any direct influence on their self-efficacy perceptions. For the male preservice teachers, Web pedagogy (WEB-PC) had positive influence on their self-efficacy perceptions (β = 0.193), while the sub-scale of WEB-PC had a high level of influence on the female preservice teachers' self-efficacy perceptions (β = 0.534).

In the study, the purpose of was to examine the effects of the attitudes of the preservice teachers towards Web general (WEB-G), Web-Communication (WEB-C), Web pedagogical knowledge (WEB-PK), Web pedagogical self-efficacy (WEB-PCK) and Web-based instruction (WBI) with the help of the structural equation model with respect to gender, frequency of connection to the internet and academic achievement grades.

The purpose of this paper is to investigate the relationship between elementary and secondary teachers’ background characteristics and constructs of self-efficacy, using the Teachers’ Sense of Efficacy Scale – TSES, during a difficult economic period for Greece and other European countries.

Equation modeling techniques were used to examine the construct validity of Greek version of TSES and second to examine teachers’ self-efficacy profile in primary and secondary schools during a difficult economic period for Greece and other European countries.

The findings of the study, using the equation modeling techniques, revealed that a multidimensional first-order three-factor model fits well to the data using multiple-group analysis, the results of the study indicate that background characteristics, such as teachers’ gender, teaching experience, educational level (elementary and secondary level) and age affect their self-efficacy factors (efficacy in student engagement, efficacy in instructional strategies and efficacy in classroom management).

The data of the specific analysis is based on centralized education systems during a difficult economic period. For improvement, future research using longitudinal approaches may give further important factors across different academic years and across the same individuals. Further research is also required in order to investigate the relationship between self-efficacy and students’ achievement.

The originality and value of the current manuscript highlights the confirmation and the interpretation of latent factors measuring elementary and secondary school teachers’ self-efficacy (TSES) based on a centralized educational system.

The purpose of the current study was to investigate whether the instructional and administrative leadership practices of principals and professional collaboration of teachers predict teachers’ self‐efficacy and job satisfaction in Turkish middle schools.

By applying a causal comparative design and a multilevel methodology, the current study used OECD's Teaching and Learning International Survey (TALIS) data set to examine the relationships among study variables. The multilevel data included 178 schools/principals and 2,967 teachers. Two‐level Hierarchical Linear Modeling (HLM) method was used to investigate whether principals’ leadership and teachers’ collaboration predict teacher self‐efficacy and teacher job satisfaction, net of several important teacher‐level and school‐level control variables.

The findings showed that some select aspects of principal leadership and teacher collaborative practices significantly predict teachers’ self‐efficacy and job satisfaction at within and across schools. Among all independent and control variables, teachers’ collaboration appeared to be the strongest predictor of both teacher self‐efficacy and job satisfaction.

The areas of significance identified by this study may guide policy makers and practitioners for informed decisions and interventions targeting to enhance teacher self‐efficacy and job satisfaction. The multilevel methodology utilized by this study may also stimulate future research endeavors for capturing the nested relationships of educational data, otherwise would be unaccounted for at different levels of schooling.

Teacher effectiveness has been a matter of concern not only for the parents and students but also for the policy makers, researchers, and educationists. Drawing from the “self-efficacy” theory (Bandura, 1977), the purpose of this paper is to explore the relationship between teacher self-efficacy and teacher effectiveness. In addition, it explores the role of collaboration among teachers and principal leadership in explaining the above relationship.

Data were collected from 575 secondary school teachers and 6,020 students representing grade 6-12th from 25 privately owned schools in India. Teacher self-efficacy, collaboration and principal leadership were reported by the teachers whereas effectiveness of each teacher was captured from around ten students each who were taught by the corresponding teacher. Data were analyzed using SEM-PLS.

Results confirmed a positive association between teacher self-efficacy and the three dimensions of teacher effectiveness, namely, teacher’s delivery of course information, teacher’s role in facilitating teacher-student interactions, and teacher’s role in regulating students’ learning. Results also confirmed that both collaboration and principal leadership are positively related to teacher self-efficacy.

The results of the study indicate that schools need to focus on enhancing self-efficacy of their teachers and give importance to teacher collaboration and principal leadership in order to improve their effectiveness in terms of delivery of instruction, teacher-student interactions, and regulating student learning.

Failure to identify any significant relationships between principal leadership and student achievement has proved concerns about the assumed value and legitimacy of principal leadership. The purpose of this paper is to contribute to the current literature by empirically testing the relationships between the principal leadership and the teacher self‐efficacy, a construct which has a proven impact on student achievement. The role of collective efficacy on the relationship between transformational leadership of principals and self‐efficacy of teachers was a special focus for the study.

A causal comparative research design was employed to study the direct, indirect, and mediating relationships among principal leadership, teacher self‐efficacy, and collective efficacy in schools. The participants included a cluster‐random sample of 813 primary school teachers. Data gathering instruments composed of a combination of the Multifactor Leadership Questionnaire, the Collective Teacher Efficacy Scale and the Teacher's Sense of Efficacy Scale. A structural equation modelling with path analysis was employed to test the research models and hypotheses.

Findings of the study demonstrated that collective efficacy and transformation leadership jointly shape teachers' self‐efficacy. There was a significant relationship between principals' transformational leadership and teachers' self‐efficacy beliefs. This relationship was mediated and magnified by collective efficacy in schools.

The study has the common limitations of the self‐reported perceptions of participants.

The study enlightened the little‐known causal relationship mechanisms through which transformational leadership practices of principals and collective efficacy of schools affect the self‐efficacy beliefs of teachers. The findings are in line with the socio‐cognitive theory which assumes the presence of reciprocal relationships among leadership, organization, and person domains in shaping organizational behaviors of teachers. The study also parallels with the emerging literature about the mediating effects of collective efficacy on the relationship between principal transformational leadership and teacher self‐efficacy.

The purpose of this paper is to investigate the extent to which principals’ instructional leadership predicts teacher self-efficacy, in order to identify whether a relationship exists between principals’ perceived instructional leadership practices and teachers perceived self-efficacy in classroom management, instruction, and student engagement, while controlling for several principal, teacher, and school characteristics.

The data employed in this study were both teacher- and school-level data sets obtained from the Teaching and Learning International Survey, which was administered by the Organization for Economic Co-operation and Development in 2013. A two-level mixed model was employed in the analysis of the data by adding adjusted weights at both levels for the complex survey data.

The results indicated a significant and positive relationship between principals’ perceived instructional leadership practice and teachers’ self-efficacy in all three aspects. Also, gender, experience, tenure status, and formal in-service training of teachers were found to be the key factors that have significant effects on teachers’ self-efficacy perceptions.

Findings suggested that international effort for mandating instructional leadership in schools is a worthwhile strategy, which can help teachers develop a greater sense of ability in classroom management, instruction, and student engagement.

This study is the first of its kind to examine the relationship between instructional leadership and teachers’ perceived self-efficacy in multiple areas related to teaching.

The purpose of this paper is to explore the influence of culture on the sense of self-efficacy in teaching English as a Foreign Language of a group of university teachers in Vietnam. Research exploring the relationship between culture and self-efficacy is extremely rare despite the acknowledged importance of culture in the formation of self-efficacy beliefs.

This study took the form of qualitative research with diverse, data collection instruments: individual interviews, focus group discussions, observations and journaling.

Findings indicate that certain features of the Vietnamese cultural context impacted on the way the study teachers constructed their sense of self-efficacy. Specifically, under the influence of a Vietnamese sense of belonging, the study teachers tended to rely more on efficacy-building information from other people rather than from themselves. The perception of inequality in power may have heightened negative emotional arousal, thus contributing to a negative sense of self-efficacy among the teachers. The Vietnamese concept of face and the high status of teachers in the social hierarchy in part mediated teachers’ sense of self-efficacy.

The perceived burden of performing both parenting and teaching roles and responsibilities may have diminished the self-efficacy in teaching of female teachers.

The contribution and implications of the study are discussed.

Self-efficacy is one's belief in one's ability. In this context, information and communication technology (ICT) self-efficacy is the judgment of one's capability to use ICT – the familiar and effective teaching tools for the 21st century classrooms. The purpose of this empirical study was to investigate the correlation between teachers' ICT self-efficacy and perceived ICT infrastructure in school.

The study employed a descriptive survey method within ex post facto research design by taking 100 purposively selected Indian government run secondary schools and 400 teachers as participants. The data were analyzed descriptively and inferentially. A correlation analysis was conducted between teachers' ICT self-efficacy and their perception of ICT infrastructure to determine the relationship between the two.

Findings revealed that the participant teachers' overall ICT self-efficacy along with its three domains – technological efficacy, pedagogical efficacy, integration efficacy – was moderately low and their perception of ICT infrastructure in their respective schools was also far below the expected level. The investigation finally found a moderately high and positive correlation between teachers' ICT self-efficacy and their overall perception of ICT infrastructure. All three domains of efficacy also found positively correlated with the three selected domains of ICT infrastructure.

This paper reports an original empirical survey conducted in India and the write-up is based strictly on the survey findings only. The authors believe this is a new approach to view ICT integration in school pedagogy and recommendations that enhanced teacher efficacy accelerates strengthening ICT infrastructure, improving apposite culture and understanding of the pedagogical value of ICT integrated teaching.