A meta-analysis of the correlation between teacher self-efficacy and teacher resilience: Concerted growth and contextual variance

作者：Guanglun Michael Mu, Danielle Gordon, Jingjing Liang, Liting Zhao, Roxana Aguilar Alonso, M. Zahid Juri, Xiufeng Zhang, Vo Ngoc Hoi, Danwei Gao, Yating Hu, Congcong Xing · 发表于：Educational Research Review · 年份：2024 · DOI：10.1016/j.edurev.2024.100645 · 被引用次数：14 · 研究领域：Resilience and Mental Health、Grit, Self-Efficacy, and Motivation、Psychosocial Factors Impacting Youth

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. • Moderate positive correlation between teacher self-efficacy and teacher resilience. • Consistent effect sizes of TSE-TR correlation in both pre- and in-service teachers. • Consistent effect sizes of the TSE-TR correlation between m...