This study used a large‐scale, international data set – the Organization for Economic Co‐ operation and Development (OECD) – Teaching and Learning International Survey (TALIS) 2013, consist‐ ing of 14,583 teachers from 34 countries – to examine the manner in which feedback from administrators, time spent observing colleagues’ classes, job satisfaction, and work enjoyment predicted teachers’ instruc‐ tional self‐efficacy. | Modeling teacher self-efficacy as a function of peer observation, administrative feedback, job satisfaction, and work enjoyment
