Teachers & self-efficacy

Teachers & self-efficacyAs Editors of Educational Psychology, we are pleased to report that 2018 was a rewarding year for the Journal, which published 69 high-quality manuscripts reporting outstanding research and practice in the 10 issues of that volume (Volume 38).The Journal has not only provided a platform for dissemination of new knowledge within the profession but also highlighted the role of educational psychologists in progressing the field through their commitment as researchers-practitioners. The latest SSCI data show total citations of articles increased from 1578 in 2016 to 1977 in 2017, and the Impact Factor moved from 1.310 in 2016 to 1.344 in 2017.This achievement is impossible without the invaluable support and collaboration of distinguished Editorial Board members, Consulting Editors, and expert Reviewers from 40 countries.Now to 2019.This first issue of Volume 39 presents research on a range of psychological issues related to the self-efficacy and values of teachers, self-efficacy of students, and selfregulated learning of students.Over the past 40 years, teacher self-efficacy has emerged as a topic of growing research interest (Zee & Koomen, 2016).Most of this research is underpinned by Bandura's self-efficacy theory (Berg & Smith, 2016;Zee & Koomen, 2016).Grounded in Bandura's conception of self-efficacy, teacher self-efficacy beliefs are beliefs that teachers hold about their capacity to affect student performance.Major reviews have shown positive correlations between teachers' self-efficacy and a range of instructional outcomes, teacher instructional behaviour, and teacher well-being, including student motivation, student engagement, student achievement, student self-efficacy, teacher work satisfaction, work commitment, teacher effectiveness, and instructional behaviour (