The association between teacher self-efficacy and student academic performance: A systematic review and meta-analysis

Abstract

This meta-analysis includes 71 studies representing 254619 teachers and the academic performance of their students. The results indicate significant but small effect sizes for overall TSE constructs on academic performance, r from 0.063 to 0.192. The two largest effect sizes are between overall TSE for subject teaching and overall TSE, outperforming the personal and general efficacy (Gibson & Demo, 1984). Effect sizes of TSE for instructional strategies and classroom management outperformed that for student engagement. The strength between these two constructs does not change with the grade taught and that based on objective academic scores as student outcomes tend to have higher correlation coefficients associated with overall TSE and personal TSE. Limitations and implications are discussed.