Education Research International

Self-Perceived Teacher Efficacy around the World

Publishing date
21 Dec 2012
Submission deadline
03 Aug 2012

Lead Editor

1Department of Applied Social Studies, City University of Hong Kong, Tat Chee Avenue, Kowloon, Hong Kong

2Department of Psychology, Western Washington University, Bellingham, WA, USA

Self-Perceived Teacher Efficacy around the World


Self-perceived teacher efficacy can be understood as the extent to which teachers believe they have the capacity to affect students' performance. It can also be beliefs about how well teachers can contribute in areas such as motivating and engaging students, reflective teaching, and classroom management. The study of teacher self-perceived efficacy has gained significant attention from educators because it greatly influences a broad range of behaviors in students and teachers.

We are inviting researchers to contribute original research articles that can stimulate the continuing efforts to understand the factors that can influence self-perceived teacher efficacy, the development as well as the impact of such efficacy on different areas. This issue focuses on both theoretical and practical perspectives to understand self-perceived teacher efficacy. We also encourage contributions that apply both quantitative and qualitative methods with participants of preservice and in-service teachers. Last but not least, in light of worldwide increases in a culturally diverse education, we explicitly encourage cross-cultural analyses and comparisons on the topic of self-perceived teacher efficacy. Potential topics include, but are not limited to:

  • Effect of information technology on self-perceived teacher efficacy
  • Education reforms and self-perceived teacher efficacy
  • Effects of self-perceived teacher efficacy on student performance
  • Issues of methodological equivalence in the assessment of self-perceived teacher efficacy
  • Self-perceived teacher efficacy in different cultural settings
  • Self-perceived teacher efficacy in the multicultural classroom
  • Directions for enhancing self-perceived teacher efficacy: from theory to practice

Before submission authors should carefully read over the journal's Author Guidelines, which are located at Prospective authors should submit an electronic copy of their complete manuscript through the journal Manuscript Tracking System at according to the following timetable:

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