<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062025000200106</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v35.n.70.s18999</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Supporting the self-efficacy of novice teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Apoyando la autoeficácia de los profesores principiantes]]></article-title>
<article-title xml:lang="pt"><![CDATA[Apoiando a autoeficácia de professores principiantes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morris]]></surname>
<given-names><![CDATA[David B.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,St. Mary's College of Maryland  ]]></institution>
<addr-line><![CDATA[Maryland ]]></addr-line>
<country>Estados Unidos</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>35</volume>
<numero>70</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062025000200106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062025000200106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062025000200106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract When administrators struggle to retain new teachers, the quality of learning and instruction at a school can suffer. This problem may be ameliorated by providing the support novice teachers need to develop a resilient sense of efficacy. Drawing on research informed by Bandura's (1997) social cognitive theory, I provide practical recommendations for those who work with teachers in the early stages of their careers. These include (a) providing professional development that enhances novice teachers&#8217; knowledge and skills, (b) making instructional demands manageable, (c) offering meaningful and individualized feedback, and (d) creating formal systems of mentorship and collaboration. These recommendations serve as a general guide to be adapted according to the needs of schools and their teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Cuando los administradores enfrentan dificultades para retener a los nuevos docentes, la calidad del aprendizaje y la enseñanza en una escuela puede verse afectada. Este problema puede mitigarse proporcionando el apoyo que los docentes novatos necesitan para desarrollar un sentido de autoeficacia resiliente. Basándome en investigaciones fundamentadas en la teoría social cognitiva de Bandura (1997), ofrezco recomendaciones prácticas para quienes trabajan con docentes en las etapas iniciales de sus carreras. Estas incluyen (a) ofrecer desarrollo profesional que mejore los conocimientos y habilidades de los docentes novatos, (b) hacer que las demandas instruccionales sean manejables, (c) brindar retroalimentación significativa e individualizada, y (d) crear sistemas formales de mentoría y colaboración. Estas recomendaciones sirven como una guía general que debe adaptarse a las necesidades de las escuelas y sus docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Quando os administradores lutam para reter novos professores, a qualidade da aprendizagem e do ensino numa escola pode ser prejudicada. Este problema pode ser atenuado fornecendo-se o apoio de que os professores novatos necessitam para desenvolver um sentido resiliente de eficácia. Com base na investigação baseada na teoria social cognitiva de Bandura (1997), forneço recomendações práticas para aqueles que trabalham com professores nas fases iniciais das suas carreiras. Estas incluem (a) proporcionar desenvolvimento profissional que melhore os conhecimentos e competências dos professores principiantes, (b) tornar as exigências instrucionais geríveis, (c) oferecer feedback significativo e individualizado, e (d) criar sistemas formais de orientação e colaboração. Estas recomendações servem como um guia geral a ser adaptado de acordo com as necessidades das escolas e dos seus professores.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Teacher self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[Sources]]></kwd>
<kwd lng="en"><![CDATA[Novice teachers]]></kwd>
<kwd lng="en"><![CDATA[Leadership]]></kwd>
<kwd lng="en"><![CDATA[Social cognitive theory]]></kwd>
<kwd lng="es"><![CDATA[Autoeficacia docente]]></kwd>
<kwd lng="es"><![CDATA[Fuentes de autoeficacia]]></kwd>
<kwd lng="es"><![CDATA[Profesores principiantes]]></kwd>
<kwd lng="es"><![CDATA[Liderazgo]]></kwd>
<kwd lng="es"><![CDATA[Teoría social cognitiva]]></kwd>
<kwd lng="pt"><![CDATA[Autoeficácia docente]]></kwd>
<kwd lng="pt"><![CDATA[Fontes]]></kwd>
<kwd lng="pt"><![CDATA[Professores principiantes]]></kwd>
<kwd lng="pt"><![CDATA[Liderança]]></kwd>
<kwd lng="pt"><![CDATA[Teoria social cognitiva]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ADMIRAAL]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mind the gap: Early-career teachers&#8217; level of preparedness, professional development, working conditions, and feelings of distress]]></article-title>
<source><![CDATA[Social Psychology of Education]]></source>
<year>2023</year>
<volume>26</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>1759-87</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ALESSIO]]></surname>
<given-names><![CDATA[M. A. D&#8217;]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effect of microteaching on science teaching self-efficacy beliefs in preservice elementary teachers]]></article-title>
<source><![CDATA[Journal of Science Teacher Education]]></source>
<year>2018</year>
<volume>29</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>441-67</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BANDURA]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Self-efficacy: The exercise of control]]></source>
<year>1997</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Freeman]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BANDURA]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Social foundations of thought and action: A social cognitive theory]]></source>
<year>1986</year>
<publisher-loc><![CDATA[Englewood Cliffs, NJ ]]></publisher-loc>
<publisher-name><![CDATA[Prentice Hall]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BJÖRK]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Beginning teachers&#8217; work satisfaction, self-efficacy and willingness to stay in the profession: a question of job demands-resources balance?]]></article-title>
<source><![CDATA[Teachers and Teaching]]></source>
<year>2019</year>
<volume>25</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>955-71</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BRANTLINGER]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The meritocratic mystique and mathematical mediocrity in hard-to-staff schools: A critique of the best and brightest teacher agenda]]></article-title>
<source><![CDATA[Urban Education]]></source>
<year>2020</year>
<volume>55</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>1076-104</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BRICK]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Tiered neuroscience and mental health professional development in Liberia improves teacher self-efficacy, self-responsibility, and motivation]]></article-title>
<source><![CDATA[Frontiers in Human Neuroscience]]></source>
<year>2021</year>
<volume>15</volume>
<page-range>664730</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BRUNER]]></surname>
<given-names><![CDATA[J. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[The process of education]]></source>
<year>1973</year>
<edition>Repr ed.</edition>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Vintage Books]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CARNEY]]></surname>
<given-names><![CDATA[M. B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Statewide mathematics professional development: Teacher knowledge, self-efficacy, and beliefs]]></article-title>
<source><![CDATA[Educational Policy]]></source>
<year>2016</year>
<volume>30</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>539-72</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CAYUPE]]></surname>
<given-names><![CDATA[J. C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-efficacy, organizational commitment, workload as predictors of life satisfaction in elementary school teachers: The mediating role of job satisfaction]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2023</year>
<volume>14</volume>
<page-range>1066321</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CHEN]]></surname>
<given-names><![CDATA[Y.-C]]></given-names>
</name>
<name>
<surname><![CDATA[WU]]></surname>
<given-names><![CDATA[H.-K]]></given-names>
</name>
<name>
<surname><![CDATA[HSIN]]></surname>
<given-names><![CDATA[C.-T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Science teaching in kindergartens: Factors associated with teachers&#8217; self-efficacy and outcome expectations for integrating science into teaching]]></article-title>
<source><![CDATA[International Journal of Science Education]]></source>
<year>2022</year>
<volume>44</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>1045-66</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CHESTER]]></surname>
<given-names><![CDATA[M. D.]]></given-names>
</name>
<name>
<surname><![CDATA[BEAUDIN]]></surname>
<given-names><![CDATA[B. Q.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Efficacy beliefs of newly hired teachers in urban schools]]></article-title>
<source><![CDATA[American Educational Research Journal]]></source>
<year>1996</year>
<volume>33</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>233-57</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[COLLIE]]></surname>
<given-names><![CDATA[R. J.]]></given-names>
</name>
<name>
<surname><![CDATA[SHAPKA]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[PERRY]]></surname>
<given-names><![CDATA[N. E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[School climate and social&#8211;emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>2012</year>
<volume>104</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1189-204</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DE NEVE]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[DEVOS]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[TUYTENS]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The importance of job resources and self-efficacy for beginning teachers&#8217; professional learning in differentiated instruction]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2015</year>
<volume>47</volume>
<page-range>30-41</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DIAS-LACY]]></surname>
<given-names><![CDATA[S. L]]></given-names>
</name>
<name>
<surname><![CDATA[GUIRGUIS]]></surname>
<given-names><![CDATA[R. V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Challenges for new teachers and ways of coping with them]]></article-title>
<source><![CDATA[Journal of Education and Learning]]></source>
<year>2017</year>
<volume>6</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>265</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DICKE]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Beginning teachers&#8217; efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge]]></article-title>
<source><![CDATA[Contemporary Educational Psychology]]></source>
<year>2015</year>
<volume>41</volume>
<page-range>62-72</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ENDERLE]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Examining the influence of RETs on science teacher beliefs and practice]]></article-title>
<source><![CDATA[Science Education]]></source>
<year>2014</year>
<volume>98</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>1077-108</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FACKLER]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[MALMBERG]]></surname>
<given-names><![CDATA[L.-E.]]></given-names>
</name>
<name>
<surname><![CDATA[SAMMONS]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An international perspective on teacher self-efficacy: Personal, structural and environmental factors]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2021</year>
<volume>99</volume>
<page-range>103255</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FENG]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Discovering the impact of reading coursework and discipline-specific mentorship on first-year teachers&#8217; self-efficacy: a latent class analysis]]></article-title>
<source><![CDATA[Annals of Dyslexia]]></source>
<year>2019</year>
<volume>69</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>80-98</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GALE]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A mixed methods study of self-efficacy, the sources of self-efficacy, and teaching experience]]></article-title>
<source><![CDATA[Frontiers in Education]]></source>
<year>2021</year>
<volume>6</volume>
<page-range>750599</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GARDNER]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
</person-group>
<source><![CDATA[Extraordinary minds: Portraits of exceptional individuals and an examination of our extraordinariness]]></source>
<year>1997</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Basic books]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GARDNER]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[GLASSMEYER]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[WORTHY]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Impacts of STEM professional development on teachers&#8217; knowledge, self-efficacy, and practice]]></article-title>
<source><![CDATA[Frontiers in Education]]></source>
<year>2019</year>
<volume>4</volume>
<page-range>26</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GARRICK]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Non&#8208;work time activities predicting teachers&#8217; work&#8208;related fatigue and engagement: an effort&#8208;recovery approach]]></article-title>
<source><![CDATA[Australian Psychologist]]></source>
<year>2018</year>
<volume>53</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>243-52</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GARRISON-WILHELM]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[WOODS]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[KARA]]></surname>
<given-names><![CDATA[Y]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Supporting change in novice alternative certification teachers&#8217; efficacy]]></article-title>
<source><![CDATA[Psychology in the Schools]]></source>
<year>2021</year>
<volume>58</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>1902-18</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GIALLO]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[LITTLE]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Classroom behaviour problems: The relationship between preparedness, classroom experiences, and self-efficacy in graduate and student teachers]]></article-title>
<source><![CDATA[Australian journal of educational &amp; developmental psychology]]></source>
<year>2003</year>
<volume>3</volume>
<numero>2003</numero>
<issue>2003</issue>
<page-range>21-34</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GÜMÜ&#350;]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[BELLIBA&#350;]]></surname>
<given-names><![CDATA[M. &#350;.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The relationship between the types of professional development activities teachers participate in and their self-efficacy: a multi-country analysis]]></article-title>
<source><![CDATA[European Journal of Teacher Education]]></source>
<year>2023</year>
<volume>46</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>67-94</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HAN]]></surname>
<given-names><![CDATA[X]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Associations between the helpfulness of teacher induction programs, teacher self-efficacy, and anticipated first-year teacher retention]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2023</year>
<volume>14</volume>
<page-range>1088111</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HATLEVIK]]></surname>
<given-names><![CDATA[I. K. R]]></given-names>
</name>
<name>
<surname><![CDATA[HATLEVIK]]></surname>
<given-names><![CDATA[O. E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Variations in sources of job satisfaction and teacher efficacy between novice and experienced teachers]]></article-title>
<source><![CDATA[Teachers and Teaching]]></source>
<year>2024</year>
<page-range>1-20</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HATTIE]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[TIMPERLEY]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The power of feedback]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>2007</year>
<volume>77</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>81-112</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HELMS-LORENZ]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Beginning teachers&#8217; self-efficacy and stress and the supposed effects of induction arrangements]]></article-title>
<source><![CDATA[Educational Studies]]></source>
<year>2012</year>
<volume>38</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>189-207</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HELMS-LORENZ]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[MAULANA]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Influencing the psychological well-being of beginning teachers across three years of teaching: Self-efficacy, stress causes, job tension and job discontent]]></article-title>
<source><![CDATA[Educational Psychology]]></source>
<year>2016</year>
<volume>36</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>569-94</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[IAOCHITE]]></surname>
<given-names><![CDATA[R. T.]]></given-names>
</name>
<name>
<surname><![CDATA[COSTA FILHO]]></surname>
<given-names><![CDATA[R. A. da]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher efficacy beliefs during the practicum experiences in physical education classes]]></article-title>
<source><![CDATA[Motriz: Revista de Educação Física]]></source>
<year>2016</year>
<volume>22</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>183-9</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[JANG]]></surname>
<given-names><![CDATA[H.-R.]]></given-names>
</name>
<name>
<surname><![CDATA[REEVE]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Intrinsic instructional goal adoption increases autonomy-supportive teaching: A randomized control trial and intervention]]></article-title>
<source><![CDATA[Learning and Instruction]]></source>
<year>2021</year>
<volume>73</volume>
<page-range>101415</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KLASSEN]]></surname>
<given-names><![CDATA[R. M.]]></given-names>
</name>
<name>
<surname><![CDATA[DURKSEN]]></surname>
<given-names><![CDATA[T. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study]]></article-title>
<source><![CDATA[Learning and Instruction]]></source>
<year>2014</year>
<volume>33</volume>
<page-range>158-69</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KLASSEN]]></surname>
<given-names><![CDATA[R. M.]]></given-names>
</name>
<name>
<surname><![CDATA[TZE]]></surname>
<given-names><![CDATA[V. M. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers&#8217; self-efficacy, personality, and teaching effectiveness: A meta-analysis]]></article-title>
<source><![CDATA[Educational Research Review]]></source>
<year>2014</year>
<volume>12</volume>
<page-range>59-76</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KLEICKMANN]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effects of expert scaffolding in elementary science professional development on teachers&#8217; beliefs and motivations, instructional practices, and student achievement]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>2016</year>
<volume>108</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>21-42</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KNOBLOCH]]></surname>
<given-names><![CDATA[N. A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Exploring relationships of teachers&#8217; sense of efficacy in two student teaching programs]]></article-title>
<source><![CDATA[Journal of Agricultural Education]]></source>
<year>2006</year>
<volume>47</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>36-47</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KOUL]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mentoring in the development of science teaching self-efficacy among primary school teachers in Thailand: A mixed methods study]]></article-title>
<source><![CDATA[Journal of Science Teacher Education]]></source>
<year>2024</year>
<volume>35</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>44-62</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LAZARIDES]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher self-efficacy and enthusiasm: Relations to changes in student-perceived teaching quality at the beginning of secondary education]]></article-title>
<source><![CDATA[Learning and Instruction]]></source>
<year>2021</year>
<volume>73</volume>
<page-range>101435</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LOCASALE-CROUCH]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of the mentor in supporting new teachers: Associations with self-efficacy, reflection, and quality]]></article-title>
<source><![CDATA[Mentoring &amp; Tutoring: Partnership in Learning]]></source>
<year>2012</year>
<volume>20</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>303-23</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MA]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[CHUTIYAMI]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[NICOLL]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Transitioning into the first year of teaching: Changes and sources of teacher self-efficacy]]></article-title>
<source><![CDATA[The Australian Educational Researcher]]></source>
<year>2022</year>
<volume>49</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>943-60</page-range></nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MCCANN]]></surname>
<given-names><![CDATA[T. M.]]></given-names>
</name>
<name>
<surname><![CDATA[JOHANNESSEN]]></surname>
<given-names><![CDATA[L. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Why do new teachers cry?]]></article-title>
<source><![CDATA[The Clearing House: A Journal of Educational Strategies, Issues and Ideas]]></source>
<year>2004</year>
<volume>77</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>138-45</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MINTZES]]></surname>
<given-names><![CDATA[J. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Enhancing self-efficacy in elementary science teaching with professional learning communities]]></article-title>
<source><![CDATA[Journal of Science Teacher Education]]></source>
<year>2013</year>
<volume>24</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>1201-18</page-range></nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MISHRA]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[KOEHLER]]></surname>
<given-names><![CDATA[M. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Technological pedagogical content knowledge: a framework for teacher knowledge]]></article-title>
<source><![CDATA[Teachers College Record]]></source>
<year>2006</year>
<volume>108</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>1017-54</page-range></nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MORRIS]]></surname>
<given-names><![CDATA[D. B.]]></given-names>
</name>
<name>
<surname><![CDATA[CHEN]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A social cognitive perspective of educators&#8217; moral agency]]></article-title>
<source><![CDATA[Theory Into Practice]]></source>
<year>2023</year>
<volume>62</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>306-17</page-range></nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MORRIS]]></surname>
<given-names><![CDATA[D. B.]]></given-names>
</name>
<name>
<surname><![CDATA[USHER]]></surname>
<given-names><![CDATA[E. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing teaching self-efficacy in research institutions: A study of award-winning professors]]></article-title>
<source><![CDATA[Contemporary Educational Psychology]]></source>
<year>2011</year>
<volume>36</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>232-45</page-range></nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MORRIS]]></surname>
<given-names><![CDATA[D. B.]]></given-names>
</name>
<name>
<surname><![CDATA[USHER]]></surname>
<given-names><![CDATA[E. L.]]></given-names>
</name>
<name>
<surname><![CDATA[CHEN]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature]]></article-title>
<source><![CDATA[Educational Psychology Review]]></source>
<year>2017</year>
<volume>29</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>795-833</page-range></nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MULHOLLAND]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[DORMAN]]></surname>
<given-names><![CDATA[J. P.]]></given-names>
</name>
<name>
<surname><![CDATA[ODGERS]]></surname>
<given-names><![CDATA[B. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Assessment of science teaching efficacy of preservice teachers in an australian university]]></article-title>
<source><![CDATA[Journal of Science Teacher Education]]></source>
<year>2004</year>
<volume>15</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>313-31</page-range></nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NAIDOO]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[NAIDOO]]></surname>
<given-names><![CDATA[L. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Designing teaching and reflection experiences to develop candidates&#8217; science teaching self-efficacy]]></article-title>
<source><![CDATA[Research in Science &amp; Technological Education]]></source>
<year>2023</year>
<volume>41</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>211-31</page-range></nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OZTURK]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[YILMAZ-TUZUN]]></surname>
<given-names><![CDATA[O]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Knowledge and risk&#8211;benefit perception as predictors of preservice science teachers&#8217; self-efficacy beliefs for socioscientific issues&#8211;based instruction]]></article-title>
<source><![CDATA[Canadian Journal of Science, Mathematics and Technology Education]]></source>
<year>2022</year>
<volume>22</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>915-30</page-range></nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PAJARES]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Inviting self-efficacy: The role of invitations in the development of confidence and competence in writing]]></article-title>
<source><![CDATA[Journal of Invitational Theory and Practice]]></source>
<year>1994</year>
<volume>3</volume>
<page-range>13-24</page-range></nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PAJARES]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-efficacy during childhood and adolescence: Implications for teachers and parents]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[PAJARES]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
<name>
<surname><![CDATA[URDAN]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<source><![CDATA[Self-Efficacy Beliefs of Adolescents]]></source>
<year>2006</year>
<page-range>117-37</page-range><publisher-loc><![CDATA[Greenwich, CT ]]></publisher-loc>
<publisher-name><![CDATA[Information Age Publishing]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B53">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PALERMO]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[KELLY]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[KRAKEHL]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Physics teacher retention, migration, and attrition]]></article-title>
<source><![CDATA[Journal of Science Teacher Education]]></source>
<year>2022</year>
<volume>33</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>368-91</page-range></nlm-citation>
</ref>
<ref id="B54">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PELLETIER]]></surname>
<given-names><![CDATA[L. G.]]></given-names>
</name>
<name>
<surname><![CDATA[SHARP]]></surname>
<given-names><![CDATA[E. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Administrative pressures and teachers&#8217; interpersonal behaviour in the classroom]]></article-title>
<source><![CDATA[Theory and Research in Education]]></source>
<year>2009</year>
<volume>7</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>174-83</page-range></nlm-citation>
</ref>
<ref id="B55">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RAUDENBUSH]]></surname>
<given-names><![CDATA[S. W]]></given-names>
</name>
<name>
<surname><![CDATA[ROWAN]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[CHEONG]]></surname>
<given-names><![CDATA[Y. F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Contextual effects on the self-perceived efficacy of high school teachers]]></article-title>
<source><![CDATA[Sociology of Education]]></source>
<year>1992</year>
<volume>65</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>150</page-range></nlm-citation>
</ref>
<ref id="B56">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ROSS]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Administrative assignment of teachers in restructuring secondary schools: the effect of out-of-field course responsibility on teacher efficacy]]></article-title>
<source><![CDATA[Educational Administration Quarterly]]></source>
<year>1999</year>
<volume>35</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>782-805</page-range></nlm-citation>
</ref>
<ref id="B57">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ROSS]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[BRADLEY COUSINS]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[GADALLA]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Within-teacher predictors of teacher efficacy]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>1996</year>
<volume>12</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>385-400</page-range></nlm-citation>
</ref>
<ref id="B58">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RYAN]]></surname>
<given-names><![CDATA[R. M.]]></given-names>
</name>
<name>
<surname><![CDATA[DECI]]></surname>
<given-names><![CDATA[E. L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Self-determination theory: Basic psychological needs in motivation, development, and wellness]]></source>
<year>2017</year>
<publisher-loc><![CDATA[[s.l.] ]]></publisher-loc>
<publisher-name><![CDATA[Guilford Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B59">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCHWARZHAUPT]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers&#8217; engagement and self-efficacy in a PK&#8211;12 computer science teacher virtual community of practice]]></article-title>
<source><![CDATA[Journal of Computer Science Integration]]></source>
<year>2021</year>
<volume>4</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1</page-range></nlm-citation>
</ref>
<ref id="B60">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SEIDEL]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Student characteristics in the eyes of teachers: differences between novice and expert teachers in judgment accuracy, observed behavioral cues, and gaze]]></article-title>
<source><![CDATA[Educational Psychology Review]]></source>
<year>2021</year>
<volume>33</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>69-89</page-range></nlm-citation>
</ref>
<ref id="B61">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SHOFFNER]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Considering the first year: Reflection as a means to address beginning teachers&#8217; concerns]]></article-title>
<source><![CDATA[Teachers and Teaching]]></source>
<year>2011</year>
<volume>17</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>417-33</page-range></nlm-citation>
</ref>
<ref id="B62">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SKAALVIK]]></surname>
<given-names><![CDATA[E. M.]]></given-names>
</name>
<name>
<surname><![CDATA[SKAALVIK]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>2007</year>
<volume>99</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>611-25</page-range></nlm-citation>
</ref>
<ref id="B63">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SORENSEN]]></surname>
<given-names><![CDATA[L. C.]]></given-names>
</name>
<name>
<surname><![CDATA[LADD]]></surname>
<given-names><![CDATA[H. F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The hidden costs of teacher turnover]]></article-title>
<source><![CDATA[AERA Open]]></source>
<year>2020</year>
<volume>6</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>233285842090581</page-range></nlm-citation>
</ref>
<ref id="B64">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SWACKHAMER]]></surname>
<given-names><![CDATA[L. E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Increasing the self-efficacy of inservice teacher through content knowledge]]></article-title>
<source><![CDATA[Teacher Education Quarterly]]></source>
<year>2009</year>
<volume>36</volume>
<page-range>63-78</page-range></nlm-citation>
</ref>
<ref id="B65">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TEIG]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[SCHERER]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[NILSEN]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[I know I can, but do I have the time? The role of teachers&#8217; self-efficacy and perceived time constraints in implementing cognitive-activation strategies in science]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2019</year>
<volume>10</volume>
<page-range>1697</page-range></nlm-citation>
</ref>
<ref id="B66">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[THOMAS]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Transformational school leadership as a key factor for teachers&#8217; job attitudes during their first year in the profession]]></article-title>
<source><![CDATA[Educational Management Administration &amp; Leadership]]></source>
<year>2020</year>
<volume>48</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>106-32</page-range></nlm-citation>
</ref>
<ref id="B67">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[THOMSON]]></surname>
<given-names><![CDATA[M. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developmental trajectories for novice teachers: Teaching efficacy, instructional beliefs, and domain knowledge]]></article-title>
<source><![CDATA[International Journal of Science Education]]></source>
<year>2022</year>
<volume>44</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>1277-98</page-range></nlm-citation>
</ref>
<ref id="B68">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[THOMSON]]></surname>
<given-names><![CDATA[M. M.]]></given-names>
</name>
<name>
<surname><![CDATA[HUGGINS]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[WILLIAMS]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developmental science efficacy trajectories of novice teachers from a STEM-Focused program: A longitudinal mixed-methods investigation]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2019</year>
<volume>77</volume>
<page-range>253-65</page-range></nlm-citation>
</ref>
<ref id="B69">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TSCHANNEN-MORAN]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[HOY]]></surname>
<given-names><![CDATA[A. W.]]></given-names>
</name>
<name>
<surname><![CDATA[HOY]]></surname>
<given-names><![CDATA[W. K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher efficacy: Its meaning and measure]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>1998</year>
<volume>68</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>202-48</page-range></nlm-citation>
</ref>
<ref id="B70">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TSCHANNEN&#8208;MORAN]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[MCMASTER]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy]]></article-title>
<source><![CDATA[The Elementary School Journal]]></source>
<year>2009</year>
<volume>110</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>228-45</page-range></nlm-citation>
</ref>
<ref id="B71">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TSCHANNEN-MORAN]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[WOOLFOLK HOY]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher efficacy: Capturing an elusive construct]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2001</year>
<volume>17</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>783-805</page-range></nlm-citation>
</ref>
<ref id="B72">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TSCHANNEN-MORAN]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[WOOLFOLK HOY]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The differential antecedents of self-efficacy beliefs of novice and experienced teachers]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2007</year>
<volume>23</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>944-56</page-range></nlm-citation>
</ref>
<ref id="B73">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VELTHUIS]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[FISSER]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[PIETERS]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher training and pre-service primary teachers&#8217; self-efficacy for science teaching]]></article-title>
<source><![CDATA[Journal of Science Teacher Education]]></source>
<year>2014</year>
<volume>25</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>445-64</page-range></nlm-citation>
</ref>
<ref id="B74">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WISNIEWSKI]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[ZIERER]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[HATTIE]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The power of feedback revisited: a meta-analysis of educational feedback research]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2020</year>
<volume>10</volume>
<page-range>3087</page-range></nlm-citation>
</ref>
<ref id="B75">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WOLF]]></surname>
<given-names><![CDATA[K. J.]]></given-names>
</name>
<name>
<surname><![CDATA[FOSTER]]></surname>
<given-names><![CDATA[D. D.]]></given-names>
</name>
<name>
<surname><![CDATA[BIRKENHOLZ]]></surname>
<given-names><![CDATA[R. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The relationship between teacher self-efficacy and the professional development experiences of agricultural education teachers candidates]]></article-title>
<source><![CDATA[Journal of Agricultural Education]]></source>
<year>2010</year>
<volume>51</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>38-48</page-range></nlm-citation>
</ref>
<ref id="B76">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WOOLFOLK HOY]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[BURKE-SPERO]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Changes in teacher efficacy during the early years of teaching: A comparison of four measures]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2005</year>
<volume>21</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>343-56</page-range></nlm-citation>
</ref>
<ref id="B77">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[YILDIZ DURAK]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Examining the predictors of TPACK for integrated STEM: Science teaching self-efficacy, computational thinking, and design thinking]]></article-title>
<source><![CDATA[Education and Information Technologies]]></source>
<year>2023</year>
<volume>28</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>7927-54</page-range></nlm-citation>
</ref>
<ref id="B78">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZEE]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[KOOMEN]]></surname>
<given-names><![CDATA[H. M. Y]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>2016</year>
<volume>86</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>981-1015</page-range></nlm-citation>
</ref>
<ref id="B79">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZENG]]></surname>
<given-names><![CDATA[Y]]></given-names>
</name>
<name>
<surname><![CDATA[WANG]]></surname>
<given-names><![CDATA[Y]]></given-names>
</name>
<name>
<surname><![CDATA[LI]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The relationship between teachers&#8217; information technology integration self-efficacy and TPACK: A meta-analysis]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2022</year>
<volume>13</volume>
<page-range>1091017</page-range></nlm-citation>
</ref>
<ref id="B80">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZHOU]]></surname>
<given-names><![CDATA[X]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effect of professional development on in-service STEM teachers&#8217; self-efficacy: a meta-analysis of experimental studies]]></article-title>
<source><![CDATA[International Journal of STEM Education]]></source>
<year>2023</year>
<volume>10</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>37</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
