The Relationship between Mastery Experience and Teacher Self-Efficacy: A Meta-Analytic Review

Authors

  • Mohamad Sahari Nordin Kulliyyah of Education, International Islamic University Malaysia, Malaysia
  • Lilia Halim UKM
  • Mohd Burhan Ibrahim
  • Enas Said Abu Libdeh

DOI:

https://doi.org/10.31436/ijes.v5i2.204

Abstract

The objective of the meta-analysis was to examine the likelihood and magnitude of the effect of the mastery experience and teacher self-efficacy relationship. The meta-analysis also aimed to identify the moderators of the relationship. A total of 39 original studies, involving 9,560 teachers was included in the meta-analysis. To identify the moderators, the study applied meta-regression procedure. The results supported the expectation that mastery experience positively influences teacher self-efficacy. In addition, differences in research design, school level, and culture impacted the variability of the relationship.

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Published

2018-12-31

How to Cite

Nordin, M. S., Halim, L., Ibrahim, M. B., & Abu Libdeh, E. S. (2018). The Relationship between Mastery Experience and Teacher Self-Efficacy: A Meta-Analytic Review. IIUM Journal of Educational Studies, 5(2), 73–83. https://doi.org/10.31436/ijes.v5i2.204

Issue

Vol. 5 No. 2 (2017): IIUM Journal of Educational Studies (IJES)

Section

Articles

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