The relationship between teacher self-efficacy (TSE) and teacher resilience (TR) is a bourgeoning area of study in teacher education research. This meta-analysis is the first of its kind to synthesise ‘fragmented’ quantitative evidence on the correlation between the two constructs. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a total of 21 studies were included in the meta-analysis, encompassing a sample of 6022 pre-service and in-service teachers across different national settings. The random-effects model yielded a statistically significant, positive, moderate correlation between TSE and TR (r = .49). Follow-up subgroup meta-analysis revealed the variability in the effect sizes between studies conducted in Asia, Europe, the Caribbean, and North America. No statistically significant variability in the effect sizes was found between pre-service and in-service teacher samples or between studies using different measures of resilience and self-efficacy. This meta-analysis provides insights into fostering the ‘concerted growth’ in TSE and TR through initial teacher education and ongoing professional development. These insights offer a productive response to the challenging teaching profession.

中文翻译：

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教师自我效能感与教师弹性之间相关性的荟萃分析：协同成长和背景方差


教师自我效能感 （TSE） 与教师复原力 （TR） 之间的关系是教师教育研究中一个新兴的研究领域。这项荟萃分析是首次综合关于两种结构之间相关性的“碎片化”定量证据。遵循系统评价和荟萃分析的首选报告项目 （PRISMA） 指南，荟萃分析共纳入 21 项研究，包括不同国家背景的 6022 名职前和在职教师样本。随机效应模型在 TSE 和 TR 之间产生统计学意义、正、中等相关性 （r = .49）。随访亚组荟萃分析揭示了在亚洲、欧洲、加勒比海和北美进行的研究之间效应大小的差异。在职前和在职教师样本之间或使用不同弹性和自我效能感测量的研究之间，在效应大小上没有发现统计学上的显着差异。本荟萃分析提供了通过初始教师教育和持续专业发展促进 TSE 和 TR 的 “协同增长” 的见解。这些见解为具有挑战性的教师职业提供了富有成效的回应。