Variable Details:


Chester, Mitchell D., and Barbara Q. Beaudin (1996), "Efficacy Beliefs of Newly Hired Teachers in Urban Schools", American Educational Research Journal, 33, 233-257.



  • Teachers' perceptions of personal ability to influence the growth of students and beliefs about their ability to influence factors outside of the classroom.


  • I can get good results with students other teachers have found difficult
  • Children are so private and complex I often don't know if I am getting throught to them
  • I feel that I can make a significant difference in the lives of my students
  • When it comes right down to it, most of a student's motivation depends on his or her environment so a teacher can have only limited influence
  • If I try really hard, I will be able to get through to even the most difficult or unmotivated students
  • There is a limited amount that teachers can do to raise the performance of students who begin school with low abilities
  • I am uncertain about how to teach some of the students I will have in my classes
  • If students aren't disciplined at home, they aren't likely to accept any discipline in school
  • My teacher training program has given me the neccessary skills to be an effective teacher
  • At times, I dont't know how to get some of my students to make academic progress
  • When a student gets a better grade than he/she typically gets, it is usually becuase I found alternative methods for teaching that student
  • Teachers are not a very powerful influence on students achievement when all factors are considered
  • If parents would do more with their children I could do more
  • If a student in my class becomes disruptive and noisy, I feel assured that I know some techniques to redirect him or her quickly


  • Rosenholz, S. (1989), New York , Longman.