A qualitative inquiry on sources of teacher efficacy in teaching low-achieving students

Li Yi Wang*, Liang See Tan, Jen Yi Li, Irene Tan, Xue Fang Lim

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

20 Citations (Scopus)


Developing a high level of efficacy can be challenging to teachers who work with low-achieving students. The authors adopted a pragmatic qualitative research design to investigate the sources of efficacy information reported by five high-efficacy teachers and four low-efficacy teachers of secondary low-achieving students in Singapore. The results show that the psychological sources of information postulated by Albert Bandura (i.e., mastery experiences, verbal persuasion, vicarious experience, and physiological and emotional arousal), are valid but insufficient to explain high teacher efficacy. Three additional nonpsychological sources of information, including teachers' knowledge about students, rapport with students, and previous working experiences, also played significant roles in the creation of high teacher efficacy.

Original languageEnglish
Pages (from-to)140-150
Number of pages11
JournalJournal of Educational Research
Issue number2
Publication statusPublished - 2017 Mar 4
Externally publishedYes


  • Low-achieving students
  • Singapore
  • sources of efficacy information
  • teacher efficacy

ASJC Scopus subject areas

  • Education


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