HRMARS - This meta-analysis examines the correlational relationship between Teacher Sense Efficacy (TSE) and Mastery Goal Orientation among teacher populations. Quality teachers are fundamental to effective classroom instruction, requiring high self-efficacy beliefs to navigate challenging educational environments. Achievement Goal Theory posits that individuals interpret success through mastery-task goals or performance-ego goals, with mastery goals emphasizing task improvement and competence development. Despite theoretical agreement on the correlation between TSE and mastery goals, the extent and pattern of this relationship remains unclear across studies. This study systematically reviewed 14 peer-reviewed studies published between 1997 and 2013, identified through EBSCO, ProQuest, and Sage Journals databases. Inclusion criteria required teacher populations, studies examining TSE-achievement goal relationships, use of Woolfolk's Teacher Sense Efficacy Questionnaire (1990), and Ames' Achievement Goal Performance Questionnaire (1997). Meta-analysis employed both fixed and random effects models using Comprehensive Meta-Analysis software, with correlation coefficients ranging from 0.11 to 0.63 across studies. Results revealed a standardized mean effect size of r = 0.292 (fixed model) and r = 0.334 (random model), indicating a small but significant positive correlation between TSE and mastery goal orientation. The random effects model was preferred due to significant heterogeneity (Q = 101.450, p < 0.001), acknowledging variability in sample sizes. Moderator analysis examining cultural differences (US versus non-US studies) showed significant differences in the fixed model but not in the random model, suggesting sampling variability influences cross-cultural comparisons. Despite the small effect size, findings suggest practical significance for teacher education and professional development. Teachers may benefit from emphasizing self-efficacy beliefs while cultivating mastery-oriented motivational climates in their classrooms, potentially improving teaching effectiveness and student outcome.
Jianyu et al. (Mon,) studied this question.