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efficacy, while the second factor, the teaching efficacy reflected the outcome expectancy Gibson Dembo, 1984.
Other researchers are still working on teacher self-efficacy beliefs using slightly different perspectives
on what teachers‘ efficacy is. Some researchers suggest that teacher self-
efficacy is teachers‘ judgment of their capability to bring about a desired outcome of students‘ engagement and learning, even among those
students who may be difficult and unmotivated Bandura, 1977b; Tschannen- Moran Hoy, 2001. It is not the beliefs on what to teach but the beliefs on the
ability to execute specific teaching-related tasks. Rand researchers defined teachers‘ efficacy as the extent to which teachers believe that they could control
the reinforcement of their actions that is whether control of reinforcement lies within them or the environment Armor et al., 1976. There are even differences
among researchers in terms of using the terms for this belief. Some use terms like general teaching efficacy Ashton et al., 1982 or simply teaching efficacy
Gibson Dembo, 1984; W. K. Hoy Woolfolk, 1993 and personal teaching efficacy Ashton Webb, 1986; Gibson Dembo, 1984 or simply teaching
efficacy W. K. Hoy Woolfolk, 1993.
2.2.2.6 The Ohio State teacher efficacy scale OSTES
The Ohio State teacher efficacy scale OSTES was initiated and developed in the College of Education at The Ohio State University by Tschannen-Moran and Hoy
Tschannen-Moran Hoy, 2001. It was developed as a response to problems related to the lack of use and generalizability of the existing measures.
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Tschannen-Moran and Hoy argue that to be useful and generalizable teacher efficacy measures should have the ability to address teachers‘ assessment of both
their competence across the wide range of activities and tasks they are asked to perform Tschannen-Moran Hoy, 2001; Tschannen-Moran, Hoy, Hoy,
1998.
In its development, the OSTES had been tested through three studies ending up with the examination of the factor structure, reliability and validity of the new
measure. From the original 52-item scale at the first study, it resulted in a measure of a 24-item long form version and 12-item short form OSTES
Tschannen-Moran Hoy, 2001. The both the 24-item and 12-item scales measure three aspects of teaching tasks teachers required to perform in teaching.
Those three aspects are the efficacy for instructional strategy, classroom management and student engagement.
2.3 New perspective on teacher efficacy research
Although many research studies have suggested the positive influences of teacher sense of efficacy on teaching quality in general, especially related to
teachers‘ behavior in the classroom Alinder, 1994; Coladarci, 1992; Guskey, 1984
teachers‘ attitude about teaching Berman et al., 1977; Guskey, 1988; Stein Wang, 1988, the way teachers refer to students Ashton Webb, 1986; Meijer
Foster, 1988; Soodak Podell, 1996, and the ways to cope with problems Gibson Dembo, 1984, a different direction of teacher efficacy research has
become apparent. Researchers seem to have begun exploring a new perspective
