Review of Teacher Efficacy Research

Abstract

This review investigates the teacher efficacy research during the past two decades. Results from the review show that despite huge increase in teacher efficacy research and variety in methodology, few studies of teacher efficacy are conducted in a Chinese educational setting; also, there are lack of empirical studies investigating how teacher efficacy is related to other constructs, such as teachers’ professional development and teacher stress. Recommendations for future teacher efficacy research are also provided.