Teachers’ efficacy, trust, and students’ features: Internal and external forces affecting teachers’ teachability perceptions
Author:
Publisher
Springer Science and Business Media LLC
Subject
Sociology and Political Science,Developmental and Educational Psychology,Social Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s11218-023-09865-0.pdf
Reference117 articles.
1. Auwarter, A. E., & Aruguete, M. S. (2008). Effects of student gender and socioeconomic status on teacher perceptions. The Journal of Educational Research, 101(4), 242–246. https://doi.org/10.3200/JOER.101.4.243-246
2. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
3. Belfi, B., Gielen, S., De Fraine, B., Verschueren, K., & Meredith, C. (2015). School-based social capital: The missing link between schools’ socioeconomic composition and collective teacher efficacy. Teaching and Teacher Education, 45, 33–44. https://doi.org/10.1016/j.tate.2014.09.001
4. Brault, M. C., Dupéré, V., Janosz, M., Pascal, S., Archambault, I., & Yerg, N. (2019). A multilevel analysis of student school misconduct in high schools: Investigating the role of school socioeconomic composition and teacher culture in Montréal. In J. Demanet & M. Van Houtte (Eds.), Resisting education: A cross-national study on systems and school effects. International study of city youth education (Vol. 2, pp. 155–175). Springer. https://doi.org/10.1007/978-3-030-04227-1_8
5. Brault, M. C., Janosz, M., & Archambault, I. (2014). Effects of school composition and school climate on teacher expectations of students: A multilevel analysis. Teaching and Teacher Education, 44, 148–159. https://doi.org/10.1016/j.tate.2014.08.008
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