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The Influence of Efficacy Beliefs on Teacher Performance and Student Success: Implications for Student Support Services

  • Jeffrey M. Warren
  • Robyn W. Hale
Article
  • 693 Downloads

Abstract

The influence of teachers’ efficacy beliefs on student achievement is well documented in educational literature. Efficacy beliefs are derived from sources of information teachers obtain from professional experiences. This article provides student support services personnel with an overview of efficacy beliefs and their impact on teachers’ thoughts, emotions, and behaviors. A cognitive behavioral framework, rational emotive behavior therapy, is used to conceptualize ways efficacy beliefs may hinder teacher performance and student success. Implications for student support services and research are provided.

Keywords

Teacher efficacy Irrational beliefs REBT Student support services Student success 

Notes

Compliance with Ethical Standards

Conflict on interest

The authors declare that they have no conflict of interest.

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Copyright information

© Springer Science+Business Media New York 2016

Authors and Affiliations

  1. 1.Department of Educational Leadership and Counseling, School of EducationUniversity of North Carolina at PembrokePembrokeUSA
  2. 2.Scurlock Elementary SchoolHoke County Schools RaefordUSA

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