Self-efficacy in teacher performance and educational productivity: An integrative review

This paper aims to examine the influence of self-efficacy on teaching performance and educational productivity. To achieve this, an integrative literature review was conducted to comprehensively highlight the key characteristics of scientific research on this topic. A total of 23 articles were selected from the Scopus, WoS, and SciELO databases, taking into account factors such as the year of publication, the volume of documents, the research methodologies employed, the languages of publication, the academic journals, and the databases containing the most relevant studies. The findings reveal that self-efficacy is a widely researched subject within the context of science education. Additionally, the review indicated that quantitative methods are predominantly utilized when studying the impact of self-efficacy on teaching performance and educational productivity. The analysis concludes that self-efficacy plays a significant role in the educational domain, as it enhances both teacher and student performance. Furthermore, self-efficacy is identified as a key mediating variable between teacher performance and productivity, as it positively influences their ability to perform, fostering greater creativity and productivity in their work. This underscores the importance of promoting self-efficacy in educators as a means to improve overall educational outcomes.