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Published (Version of record)CC BY V4.0, Open
Journal article
A meta-analysis of the correlation between teacher self-efficacy and teacher resilience: Concerted growth and contextual variance
Educational research review, Vol.45, 100645
11/2024
Appears in Recent Faculty of Education Publications
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Abstract
The relationship between teacher self-efficacy (TSE) and teacher resilience (TR) is a bourgeoning area of study in teacher education research. This meta-analysis is the first of its kind to synthesise ‘fragmented’ quantitative evidence on the correlation between the two constructs. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a total of 21 studies were included in the meta-analysis, encompassing a sample of 6022 pre-service and in-service teachers across different national settings. The random-effects model yielded a statistically significant, positive, moderate correlation between TSE and TR (r = .49). Follow-up subgroup meta-analysis revealed the variability in the effect sizes between studies conducted in Asia, Europe, the Caribbean, and North America. No statistically significant variability in the effect sizes was found between pre-service and in-service teacher samples or between studies using different measures of resilience and self-efficacy. This meta-analysis provides insights into fostering the ‘concerted growth’ in TSE and TR through initial teacher education and ongoing professional development. These insights offer a productive response to the challenging teaching profession.
Details
- Title
- A meta-analysis of the correlation between teacher self-efficacy and teacher resilience: Concerted growth and contextual variance
- Creators
- Guanglun Michael Mu - University of South AustraliaDanielle Gordon - School of Teacher Education and Leadership, Faculty of Creative Industries, Education and Social Justice, Queensland University of Technology, Brisbane, AustraliaJingjing Liang - Faculty of Education and Social Work, University of Auckland, Auckland, New ZealandLiting Zhao - Centre for Research in Educational and Social Inclusion, Education Futures, University of South Australia, Adelaide, AustraliaRoxana Aguilar Alonso - School of Teacher Education and Leadership, Faculty of Creative Industries, Education and Social Justice, Queensland University of Technology, Brisbane, AustraliaM. Zahid Juri - School of Teacher Education and Leadership, Faculty of Creative Industries, Education and Social Justice, Queensland University of Technology, Brisbane, AustraliaXuechen Zhang - Centre for Research in Educational and Social Inclusion, Education Futures, University of South Australia, Adelaide, AustraliaHoi Vo - Southern Cross UniversityDanwei Gao - School of Teacher Education and Leadership, Faculty of Creative Industries, Education and Social Justice, Queensland University of Technology, Brisbane, AustraliaYating Hu - Faculty of Arts and Social Science, University of Queensland, Brisbane, AustraliaCongcong Xing - Faculty of Arts and Social Science, University of Queensland, Brisbane, Australia
- Publication Details
- Educational research review, Vol.45, 100645
- Publisher
- Elsevier Ltd
- Identifiers
- 991013232113502368
- Copyright
- © 2024 The Authors
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article