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Teacher efficacy examines the factors that contribute to the confidence teachers have to successfully achieve their goals related to classroom instruction, reflective teaching, classroom management, engaging students, motivating students and other stakeholders in the educational process, as well as other related areas that contribute to the growing understanding of what makes teachers efficacious. This issue will address theoretical and practical approaches to analyzing teacher efficacy and encourage contributions that examine the construct from both a quantitative and qualitative methodology with pre-service and in-service teachers. In addition, this issue will welcome studies of teacher efficacy of racially/ethnically diverse teachers.
Who May Submit:
Manuscripts are encouraged from active researchers, teacher educators, teachers, administrators as well as submissions co-authored by graduate students and professors that seek to publish studies in progress with initial findings.
Please identify your submission with keyword: EFFICACY
On-going submission requests with cut-off date set by issue publication month.
See Regular and Short submission deadline.
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