Vol. 1 No. 2 (2022): June

Akbari, R., & Moradkhani, S. (2010). Iranian english teachers’ self-efficacy: Do academic degree and experience make a difference? Pazhuhesh-e Zabanha-Ye Khareji, 56, 25–47.

Akyeampong, K. (2002). Reconceptualising teacher education in the sub-saharan African context. Journal of International Cooperation in Education, 5(1), 11–30.

Allinder, R. M. (1994). The Relationship Between Efficacy and the Instructional Practices of Special Education Teachers and Consultants. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 17(2), 86–95. https://doi.org/10.1177/088840649401700203

Ampadu, E., & Adofo, S. (2014). The importance of theoretical underpinning for a school mathematics curriculum : The Ghanaian experience. International Journal of Reasearch Studies in Education, 3(3), 107–118.

Asare, I. A., Plahar, J. D. K., Pantah, A., & Adansi, J. E. Effects of Social Media on Students' Writing: the Case Study of Mount Mary College of Education. International Journal of Social Science, Education, Communication and Economics, 1(2), 45-74.

Bandura, A. (1977). Social learning theory. Prentice-Hall Inc.

Bandura, A. (1986). Social foundations of thought and action. Prentice-Hall Inc.

Barro, R. J., & Lee, J. W. (2013). A new data set of educational attainment in the world, 1950-2010. Journal of Development Economics, 104, 184–198. https://doi.org/10.1016/j.jdeveco.2012.10.001

Bartlett, A. (2005). She seems nice: Teaching evaluations and gender trouble ’. Feminist Teacher, 15(3), 195–202.

Bellibas, M. S., & Liu, Y. (2017). Multilevel analysis of the relationship between principals’ perceived practices of instructional leadership and teachers’ self-efficacy perceptions. Journal of Educational Administration, 55(1), 49–69. https://doi.org/10.1108/JEA-12-2015-0116

Brown, M., Brown, P., & Bibby, T. (2008). “I would rather die”: Reasons given by 16-year-olds for not continuing their study of mathematics. Research in Mathematics Education, 10(1), 3–18. https://doi.org/10.1080/14794800801915814

Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators ( Digcompedu) . European Journal of Education, 54(3), 356–369. https://doi.org/10.1111/ejed.12345

Cansoy, R., & Parlar, H. (2018). Examining the relationship between school principals’ instructional leadership behaviors, teacher self-efficacy, and collective teacher efficacy. International Journal of Educational Management, 32(4), 550–567. https://doi.org/10.1108/IJEM-04-2017-0089

Cardelle-Elawar, M., & Lizarraga, M. L. S. de A. (2010). Looking at teacher identity through self-regulation. Psicothema, 22(2), 293–298.

Cheung, H. Y. (2006). The measurement of teacher efficacy: Hong Kong primary in-service teachers. Journal of Education for Teaching, 32(4), 435–451. https://doi.org/10.1080/02607470600982134

Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399

Enochs, L. G., Smith, P. L., & Huinker, D. (2000). Establishing Factorial Validity of the Mathematics Teaching Efficacy Beliefs Instrument. School Science and Mathematics, 100(4), 194–202. https://doi.org/10.1111/j.1949-8594.2000.tb17256.x

Eshun-Famiyeh, J. (2008). Early Number Competencies of Children at the Start of Formal Education. African Journal of Educational Studies in Mathematics and Sciences, 3(1), 21–25. https://doi.org/10.4314/ajesms.v3i1.38600

Fackler, S., & Malmberg, L. E. (2016). Teachers’ self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects. Teaching and Teacher Education, 56, 185–195. https://doi.org/10.1016/j.tate.2016.03.002

Fives, H., & Buehl, M. M. (2009). Examining the factor structure of the teachers’ sense of efficacy scale. Journal of Experimental Education, 78(1), 118–134. https://doi.org/10.1080/00220970903224461

Fives, H., & Looney, L. (2009). College instructors’ sense of teaching and collective efficacy. International Journal of Teaching and Learning in Higher Education, 20(2), 182–191. http://www.isetl.org/ijtlhe/

Ghaith, G., & Shaaban, K. (1999). The relationship between perceptions of teaching concerns, teacher efficacy, and selected teacher characteristics. Teaching and Teacher Education, 15(5), 487–496. https://doi.org/10.1016/S0742-051X(99)00009-8

Ghasemboland, F., & Hashim, F. B. (2013). The effect of background characteristics on self-efficacy beliefs of English as foreign language teachers in one selected Middle-East country. International Journal of Asian Social Science, 3(9), 1982–1991.

Giles, R. M., Byrdhttps, K. O., & Bendolph, A. (2016). An investigation of elementary preservice teachers ’ self-efficacy for teaching mathematics. Cogent Education, 3, 1–11. https://doi.org/10.1080/2331186X.2016.1160523

Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2004). Collective Efficacy Beliefs:Theoretical Developments, Empirical Evidence, and Future Directions. Educational Researcher, 33(3), 3–13. https://doi.org/10.3102/0013189X033003003

Hammack, R., & Ivey, T. (2017). Examining Elementary Teachers’ Engineering Self-Efficacy and Engineering Teacher Efficacy. School Science and Mathematics, 117(1–2), 52–62. https://doi.org/10.1111/ssm.12205

Hauge, K. H., & Barwell, R. (2017). Post-normal science and mathematics education in uncertain times: Educating future citizens for extended peer communities. Futures, 91, 25–34. https://doi.org/10.1016/j.futures.2016.11.013

Hodgen, J., & Askew, M. (2007). Emotion, identity and teacher learning: becoming a primary mathematics teacher. Oxford Review of Education, 33(4), 469–487. https://doi.org/10.1080/03054980701451090

Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774–786. https://doi.org/10.1037/a0032198

Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343–356. https://doi.org/10.1016/j.tate.2005.01.007

Imants, J. G. M., & De Brabander, C. J. (1996). Teachers’ and principals’ sense of efficacy in elementary schools. Teaching and Teacher Education, 12(2), 179–195. https://doi.org/10.1016/0742-051X(95)00053-M

Isler, I., & Cakiroglu, E. (2009). Teachers’ Efficacy Beliefs and Perceptions Regarding the Implementation of New Primary Mathematics Curriculum. Proceedings of CERME 6, January, 1704–1713. http://ife.ens-lyon.fr/publications/edition-electronique/cerme6/wg10-02-isler.pdf

Johnston, S. (1994). Choosing Mathematics ‘You Need it Even if You Don’t Want to Do it.’ Australian Journal of Education, 38(3), 233–249. https://doi.org/10.1177/000494419403800304

Karimvand, P. (2011). The nexus between Iranian EFL teachers’ self-efficacy, teaching experience and gender. English Language Teaching, 4(3), 171–183. https://doi.org/10.5539/elt.v4n3p171

Kembo, J., Othuon, L. O., & Etshiano, S. H. (2021). Influence of home learning environment on Students’ Performance in Mathematics in Public Secondary Schools in Migori County, Kenya (Vol. 6, Issue 3). http://repository.rongovarsity.ac.ke/handle/123456789/2332%0Ahttp://repository.rongovarsity.ac.ke/bitstream/handle/123456789/2332/Influence of home learning environment on.pdf?sequence=1&isAllowed=y

Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. https://doi.org/10.1037/a0019237

Klassen, R. M., Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2011). Teacher Efficacy Research 1998-2009: Signs of Progress or Unfulfilled Promise? Educational Psychology Review, 23(1), 21–43. https://doi.org/10.1007/s10648-010-9141-8

Kleinsasser, R. C. (2014). Teacher efficacy in teaching and teacher education. Teaching and Teacher Education, 44, 168–179. https://doi.org/10.1016/j.tate.2014.07.007

Kyei, P., Nyarko, N. Y. A., & Kyei, J. J. (2018). The role of early environments. August, 1–30.

Lin, S. S. ., & Tsai, C.-C. (1999). Teaching efficacy along the development of teaching expertise among science and math teachers in Taiwan. https://eric.ed.gov/?id=ED417056

Livers, S. D., Zelkowski, J., Harbour, K. E., McDaniel, S. C., & Gleason, J. (2020). An Examination of the Relationships of Mathematics Self-Efficacy and Teaching Practices among Elementary, Secondary, and Special Education Educators. Investigations in Mathematics Learning, 12(2), 96–109. https://doi.org/10.1080/19477503.2019.1670891

Moè, A., Pazzaglia, F., & Ronconi, L. (2010). When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching. Teaching and Teacher Education, 26(5), 1145–1153. https://doi.org/10.1016/j.tate.2010.02.010

Mujtaba, T., Reiss, M. J., & Hodgson, A. (2014). Motivating and supporting young people to study mathematics : A London perspective Motivating and supporting young people to study mathematics : A London perspective. London Review of Education, 12(1), 121–142. https://doi.org/10.18546/LRE.12.1.11

Odanga, S. J. O., Raburu, P. A., & Aloka, P. J. O. (2015). Influence of Gender on Teachers’ Self-Efficacy in Secondary Schools of Kisumu County, Kenya. Academic Journal of Interdisciplinary Studies, January 2015. https://doi.org/10.5901/ajis.2015.v4n3p189

Penrose, A., Perry, C., & Ball, I. (2007). Emotional intelligence and teacher self efficacy: The contribution of teacher status and length of experience. Issues in Educational Research, 17(1), 1–15.

Perera, H. N., Calkins, C., & Part, R. (2019). Teacher self-efficacy profiles: Determinants, outcomes, and generalizability across teaching level. Contemporary Educational Psychology, 58, 186–203. https://doi.org/10.1016/j.cedpsych.2019.02.006

Reiss, M. J., & Mujtaba, T. (2017). Should we embed careers education in STEM lessons? Curriculum Journal, 28(1), 137–150. https://doi.org/10.1080/09585176.2016.1261718

Reiss, M. J., & Reiss, M. J. (2010). Canadian Journal of Science , Mathematics and Students ’ attitudes towards science : A long ‐ term perspective Students ’ Attitudes towards Science : A Long-Term Perspective. December 2014, 37–41. https://doi.org/10.1080/14926150409556599

Rice, J. K. (2010). The Impact of Teacher Experience Examining the Evidence and Policy Implications. In CALDER working paper (Issue August).

Sheldrake, R., Mujtaba, T., & Reiss, M. J. (2015). Students’ intentions to study non‐compulsory mathematics: the importance of how good you think you are. British Educational Research Journal, 41(3), 462–488. https://doi.org/10.1002/berj.3150

Shireen Desouza, J. M., Boone, W. J., & Yilmaz, O. (2004). A study of science teaching self-efficacy and outcome expectancy beliefs of teachers in India. Science Education, 88(6), 837–854. https://doi.org/10.1002/sce.20001

Siedlecki, S. L. (2020). Understanding descriptive research designs and methods. Clinical Nurse Specialist, 34(1), 8-12.

Siaw-marfo, D. (2011). Teacher Efficacy in Teaching Senior High School Social Studies in the Greater Accra Region of Ghana.

Stronge, J. H. (2007). Qualities of effective teachers. Association for Supervision and Curriculum Development. https://doi.org/10.1177/2158244015603427

Thurlings, M., Evers, A. T., & Vermeulen, M. (2015). Toward a Model of Explaining Teachers’ Innovative Behavior: A Literature Review. Review of Educational Research, 85(3), 430–471. https://doi.org/10.3102/0034654314557949

Tschannen-Moran, M., & Hoy, A. W. (2002). The influence of resources and support on teachers’ efficacy beliefs. Annual Meeting of the American Educational Research Association, Session 13:82 on April 2, 2002. New Orleans, LA, 1–8. http://anitawoolfolkhoy.com/pdfs/aera-2002-megan.pdf

Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944–956. https://doi.org/10.1016/j.tate.2006.05.003

United Nations. (2010). The millennium development goals report 2010.

Veisi, S., Azizifar, A., Gowhary, H., & Jamalinesari, A. (2015). The Relationship between Iranian EFL Teachers’ Empowerment and Teachers’ Self-efficacy. Procedia - Social and Behavioral Sciences, 185, 437–445. https://doi.org/10.1016/j.sbspro.2015.03.362

Walker, R. (2008). Twelve characteristics of an effective teacher: A longitudinal, qualitative, quasi-research study of in-service and pre-service teachers’ opinions. Educational Horizons, 81(1), 61–68. http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ815372

Weinstein, C. S. (1988). Preservice teachers’ expectations about the first year of teaching. Teaching and Teacher Education, 4(1), 31–40. https://doi.org/10.1016/0742-051X(88)90022-4

Wolters, C. A., & Daugherty, S. G. (2007). Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99(1), 181–193. https://doi.org/10.1037/0022-0663.99.1.181

Woolfolk, A. E., & Hoy, W. K. (1990). Prospective Teachers’ Sense of Efficacy and Beliefs About Control. Journal of Educational Psychology, 82(1), 81–91. https://doi.org/10.1037/0022-0663.82.1.81

Wu, Y., Lian, K., Hong, P., Liu, S., Lin, R. M., & Lian, R. (2019). Teachers’ emotional intelligence and self-efficacy: Mediating role of teaching performance. Social Behavior and Personality, 47(3). https://doi.org/10.2224/sbp.7869

Yeo, L. S., Ang, R. P., Chong, W. H., Huan, V. S., & Quek, C. L. (2008). Teacher efficacy in the context of teaching low achieving students. Current Psychology, 27(3), 192–204. https://doi.org/10.1007/s12144-008-9034-x