Confidence that Fuels Learning

 Summary by Emiru & Gedifew, (2023)

Emiru and Gedifew investigated 714 Ethiopian secondary teachers and found that self-efficacy directly enhances student engagement. High-efficacy teachers provided clearer instruction, more feedback, and emotional encouragement. They also reported lower stress and higher classroom control. Professional development (PD) significantly boosted teacher confidence and student participation. The authors argue that teacher belief in their own impact is a cornerstone of effective support. When teachers believe they can make a difference, they project that belief onto students. Their confidence sets classroom tone and influences how students respond to challenge. Developing reflective teaching communities can maintain and grow efficacy over time. As confidence spreads across a staff team, the entire school culture becomes more supportive, focused, and inspired.

Reference: Emiru, S. A., & Gedifew, M. (2023). The effect of teacher self-efficacy on learning engagement of secondary school students. Journal of Education and Practice, 14(2), 44–58. https://doi.org/10.7176/JEP/14-2-06

Suggested Citation: Ross & Malar (2025). Confidence that Fuels Learning. Excellent Educator, 2(21), 7.