Preservice Teacher Efficacy Training Program Based on Metacognitive Theory

Persons with both high teaching and high personal-teaching efficacy show less evidence of stress and a high ability to motivate students Increased efficacy beliefs lead to increased persistence and high levels of performance; changes in beliefs come from the perception of personal performance, environmental; support and personal actual ability.

However, too little applied research is guiding the direction on how to raise the teacher efficacy. This study concludes that teacher efficacy can be affected by some factors such as personal teaching capability and motivational factors like value and perception of task meta cognitive skill. Meta cognitive refers to decision-making processes that regulate the selections and the use of various forms of knowledge.