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We examined the structure and meaning of efficacy for a sample of 182 prospective teachers and related efficacy to beliefs about control and motivation. The two independent dimensions of teaching efficacy (TE) and personal efficacy (PE) usually identified in studies of experienced teachers were also found for these prospective teachers. Both TE and PE were significantly correlated with bureaucratic orientation, but in opposite directions. Neither TE nor PE was related to motivational style; only TE was related to pupil control ideology. Canonical correlations, however, revealed more complex relationships. Personal efficacy was positively related to a control orientation that rejects teacher control of students but accepts the schools' control of teachers. The interaction of TE and PE made unique contributions to the prediction of pupil control ideology and bureaucratic orientation.
Woolfolk et al. (Thu,) studied this question.