If I undestand you well, self efficacy is highly sector dependant. For example , in the bus sector, you will control for gasoline prices and so forth.
It dépends also very much on how you measure efficacy.
In the context of teacher education, years of teaching experience and gender are the first two that come to mind. I haven't read your whole paper, but there may be a non-linear relationship with years of teaching experience, while in college or during student teaching efficacy may increase but then drop when one begins teaching independently, but then increase with more experience. Gender is also a concern when studying self-efficacy in certain areas, I don't know if it will play a key role in teaching self-efficacy, but for example in some STEM areas girls/women tend to underestimate their abilities while boys/men may overestimate.
Hello
Teacher self-efficacy has linked to a variety of teaching behaviors and student outcomes such as achievement (Ashton & Webb, 1986; Gibson & Dembo, 1984; Ross, 1992) and motivation (Midgley, Feldlaufer, & Eccles, 1989; Woolfolk, Rosoff, & Hoy, 1990).
Teacher efficacy would also be related with teacher’s classroom management approaches (Henson, 2001; Woolfolk & Hoy, 1990).
Educational courses such as teaching methods and practicum courses may effect their their efficacy beliefs. Also teacher and candidate teachers attitudes towards teaching profession can be an important indicator.
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