by Dr. Michael Miller The origin of the construct of teachers ’ efficacy is situated at the end of 1970s, when it was understood as the degree to which the teacher believes in his capabilities to bring about desired outcomes, such as student engagement (Ashton & Webb, 1986). A clear interest in getting to know the ultimate meaning of the construct and how it can be related to the teacher's behavior became critical. Years later, teaching self-efficacy continues to arouse the interest of many researchers because of its relevance to various aspects of the educational process, as shown in the multiple studies since the birth of the construct . According to Bandura (1986), teachers’ efficacy is not only enough knowledge of the subject and mastery of a set of teaching skills to ensure effective teaching, but it is also about teaching activities effectively. It additionally re
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