Testing the mediating role of teachers’ self-efficacy beliefs in the relationship between sources of efficacy information and students achievement

摘要

The purpose of this study is to test the mediating role of teachers’ self-efficacy beliefs in the relationship between sources of efficacy information and students achievement. For achieving this aim, this study suggests two alternative models, tested by Structural equation modeling (SEM) technique. In the first model, sources of efficacy information and teachers’ sense of self-efficacy independently influenced student achievement. In second model, we examined a dependent 2-factor model, consisting of: (a) antecedent variable: sources of efficacy information, (b) mediator variable: teachers’ sense of self-efficacy, and (c) criterion variable: student’s achievement. Among 284 teachers who participated in this study, Sources of the Self-Efficacy Inventory (SOSI) and Teachers’ Sense of Efficacy Scale (TSES) were distributed. Findings of this study indicated that between two suggested models, the dependent model showed the best overall fit to the data. In this model, teachers’ self-efficacy had mediational role between sources of teachers’ self-efficacy and student’s achievement.