Teacher self-efficacy and reform: a systematic literature review

Abstract Teacher self-efficacy (TSE) of pre-service and in-service teachers plays a significant role in the successful implementation educational reforms. The purpose this systematic literature review is to explore interaction between curriculum and/or assessment reform TSE. Twenty-nine empirical research studies are analysed find factors that impact TSE during change support mechanisms necessary maintain high Using Systematic Quantitative Literature Review method coupled with Social Cognitive Theory Sources Self-efficacy, reported environmental determinants lower reform. It was found professional learning necessity.