Teachers' Efficacy Beliefs: Narrative Systematic Review

Teachers' beliefs represent an important element in teaching and classroom management. Teachers' efficacy represent a base concept in beliefs domain researches, because of its correspondence with teachers' availability to apply innovative methods, and to remain in educational system. This paper presents a systematic narrative review of articles, which approach teachers' beliefs, indexed in PsycInfo, ERIC, ProQuest Dissertations and Theses, and Google Scholar. There were analysed 22 articles (N=3572) which used as a research instrument, different scales to measure teachers' efficacy. This concept was introduced fourth decades ago, as a highly predictor of pupils' motivation and learning being a measure of perceived capability. The results of this review reflected the decisive role of teachers' beliefs about efficacy in pupil and subjects to teach approach, pupil control, on pupil motivation, achievement and learning, their beliefs acting as a filters, frames, or guides. Teachers' beliefs exist as a complex system, and one of the main challenges is to change those beliefs, which are dysfunctional. The complexity on this concept generated three other concepts: self-efficacy, general efficacy, and collective efficacy. (C) 2016 Published by Future Academy www.FutureAcademy.org.uk