Teacher self-efficacy: A systematic review of personal and contextual factors and their impact on educational practice

Abstract

Despite the growth of the field, analyzing the construct of teacher self-efficacy remains challenging due to the heterogeneity of measurements, designs, and contexts. This systematic review clarifies the state of the art by analyzing studies published between 2015 and 2025. Following PRISMA guidelines, a search was conducted in Web of Science and Scopus using predefined criteria (quantitative designs, in-service teachers, samples ≥150, and publications in English). From an initial screening of 560 records, 123 studies from 41 countries were included, with Asia (47.2%) and Europe (30.9%) the most represented regions. Cross-sectional designs predominated (58.5%), while longitudinal studies accounted for 16.3%. Theoretically, 71.5% of studies drew on Social Cognitive Theory, and 32.5% adopted the three-dimensional model. Measurement approaches showed diversity, including the classical three-dimensional structure, unidimensional formats, and models with more than three factors, thereby limiting comparability. Consistent correlates of teacher self-efficacy included instructional leadership, school climate, and institutional/collegial support. At a personal level, findings revealed non-linear patterns related to years of teaching experience, context-dependent gender differences, and links to emotional resources. The evidence underscores the need to standardize instruments and reporting practices and to expand longitudinal and multilevel designs to test causal mechanisms. In terms of policy and practice, this review advocates for making the development of teacher self-efficacy explicit in both initial and ongoing teacher education, strengthening induction programs for novice teachers, and promoting “precision” professional development that integrates disciplinary content, digital/AI competencies, and sustained communities of practice, with systematic follow-up to assess the durability of the effects.