Panorama of the beliefs of self-efficacyin basic education teachers
International Journal of Development Research
Panorama of the beliefs of self-efficacyin basic education teachers
Received 22nd January, 2018; Received in revised form 13th February, 2018; Accepted 26th March, 2018; Published online 30th April, 2018
Copyright © 2018, M. F. H. Ramos et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The present research has as objective to build a panorama of Brazilian researches about self-efficacy of teachers in Basic Education, considering the period from 2006 to 2016, in order to identify the findings referring this construct, and concomitantly identifying possible gaps. The research is characterized as a systematic review, in which the method consists on data analysis with a mixed approach (quanti-quali). The results obtained demonstrated that the beliefs of self-efficacy influence directly the teaching practice in Basic Education, as it is possible to identify it in several areas of the educational context. Besides that, the referred construct could be related to different categories related to the educational context, such as: satisfactions, burnout, among others. The most frequent categories appearing in the authors’ investigations were general characteristics, identity and teaching practices, demonstrating that the belief of self-efficacy can be studied as one of the components of the process of construction of professional identity, being able to influence the teaching practice.
