Editing Self-efficacy Theory (section)

=='''Evidence'''==
[[File:Evidence table 6.jpg|200px|thumb|right|Both group teachers have increase of their TSE]]
In research on measuring teachers' self-efficacy(TSE), the four factors significantly impact TES development. This research uses Bandura's theory of self-efficacy to explain the pre-service teacher TSE development in their early practicum. Research predicts that vicarious experience and verbal persuasion will directly impact teachers' TSE. The research results show that all four factors can increase teachers’ self-efficacy<ref name="Piz">Pfitzne-Eden, F.(2016), Why Do I Feel More Confident? Bandura's Sources Predict Preservice Teachers' Latent Changes in Teacher Self-Efficacy, Frontiers in Psychology, https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01486/full</ref>, and students were most likely to be a source of verbal persuasion. Other sources of verbal persuasion were from school staff(e.g., social workers, teacher aides) and other preservice teachers (e.g., peers), which have a positive impact on teachers’ self-efficacy. Especially from a mentor teacher, verbal persuasion has a greater impact than an experienced, prestigious person. Additionally, mastery experience shows a strong connection to the changes in TSE. The more experienced teacher has, the better performance they get. In the early stage, the teacher gain confidence from the vicarious experience, but in the later stage, the impact of vicarious experience is decreasing. Considering the teachers are already received enough teaching experience, the decrease in the impact from vicarious experience is predictable. In the end, research shows evidence of lacking verbal persuasion and vicarious experience during teacher practicum have a negative impact on TSE.