Self-Efficacy in College Teaching
Anita Woolfolk Hoy 2003-2004 Essays on Teaching Excellence Vol. 15, No. 7, 2003-2004

This essay puts self-efficacy in the context of teachers' own self-efficacy and how that translates into their performance. The author asserts that highly efficacious teachers tend to be more open to new ideas, more willing to experiment with new methods to better meet the needs of their students, and more committed to teaching. They persist when things do not go smoothly and are more resilient in the face of setbacks. Efficacious teachers also tend to be less critical of students who make errors and are able to work longer with a student who is struggling.

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Resource Type: Journal ArticleKeyword: affective domain