Exploring the Impact of Teachers’ Self-Efficacy on Student Engagement: A Meta-Analytic Synthesis

Mariano Dos Santos

doi:10.59890/ijels.v4i4.319

Authors

Mariano Dos Santos Instituto Católico para Formação de Professores (ICFP) Baucau, Timor-Leste

DOI:

https://doi.org/10.59890/ijels.v4i4.319

Keywords:

Teacher Training, Teacher Self-Efficacy, Inclusive education, Mixed methods

Abstract

The meta-analytic study explored the relationship between teacher self-efficacy and student engagement in elementary and secondary education contexts. Based on Bandura’s Social Cognitive Theory, teacher self-efficacy refers to teachers’ beliefs in their ability to manage classroom challenges, deliver learning effectively, and promote positive student learning outcomes. A systematic literature search was conducted using the Scopus database for publications from 2014 to 2024, yielding 20 studies that met the criteria with analysable correlational data. The meta-analysis results showed a significant and moderate positive relationship (r = 0.48; 95% CI: 0.33–0.63), indicating that the higher the teacher self-efficacy, the higher the cognitive, emotional, and behavioural engagement of students. Heterogeneity analysis showed significant variation across studies (Q = 1014.661, p < .001), indicating that contextual factors such as educational level, type of measurement instrument, and geographic location may moderate the relationship. Subgroup analysis and publication bias tests (funnel plot and Egger test) showed consistent and reliable results. These findings indicate that teachers with high self-efficacy tend to create supportive learning environments, implement adaptive learning strategies, and provide individual support to students. This study emphasizes the importance of professional training that focuses on improving teacher efficacy, especially in the context of digital and hybrid learning. These results also encourage longitudinal and cross-cultural research to enrich understanding and support evidence-based education policies.

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