ADDITIONAL REFERENCES USE IN CHAPTER 4
Andrews, J., & Lee, T. (2022). The impact of instructional coaching on teacher efficacy
and student outcomes. Journal of Teacher Development, 35(2), 112-129.
Bandura, A. (2020). Self-efficacy in changing societies (1st ed.). Cambridge University
Press.
Brown, M., & Lee, S. (2021). Mentoring novice teachers: Practices and outcomes.
Educational Research Quarterly, 44(3), 45-63.
Carter, L., Johnson, P., & Stevens, R. (2024). Assessing the role of coaching in teacher
professional development. International Journal of Educational Research, 118,
101-115.
Evans, R., & Martinez, A. (2021). Mentorship and teacher resilience in early career
stages. Teaching and Teacher Education, 98, 103-111.
Garcia, M., Lopez, J., & Thompson, K. (2023). Peer collaboration and teacher efficacy:
A review of recent literature. Journal of Educational Psychology, 115(6), 901-914.
Harris, D., & Kim, S. (2020). Coaching for instructional improvement: Evidence from
urban schools. Urban Education Review, 52(1), 22-39.
Johnson, E., Ramirez, F., & Chen, Y. (2021). The influence of teacher induction
programs on classroom efficacy. Journal of Educational Administration, 59(4), 394-
412.
Kim, H., & Nelson, B. (2024). Reducing teacher stress through effective mentoring:
Implications for practice. Stress and Health in Education, 10(1), 77-90.
Lopez, J., & Chen, Y. (2023). Comprehensive teacher induction and its impact on
instructional quality. Teacher Education Quarterly, 50(1), 34-53.
Morris, L., & Nguyen, T. (2023). Collaborative peer support networks and teacher
confidence. Educational Studies, 49(5), 569-587.
Nguyen, P., & Foster, R. (2024). Building teacher resilience through induction:
Strategies and outcomes. Journal of Teacher Education, 75(2), 124-138.
Patel, V., & Stevens, M. (2022). The emotional support dimension of peer collaboration
among novice teachers. Journal of Educational Psychology, 114(3), 345-360.
Ramirez, F., & Chen, Y. (2025). Impact of holistic induction on teacher retention and
efficacy. International Journal of Teacher Leadership, 7(1), 12-29.
Roberts, K., & Green, S. (2021). Reflective practice in coaching and teacher
development. Teaching and Learning, 42(3), 210-227.
Stevens, R., & Marshall, J. (2020). Integrating mentoring, coaching, and peer support:
Best practices for teacher induction. Journal of Professional Development in
Education, 46(4), 210-228.
Thompson, D., & Lee, M. (2022). Mentoring as a pathway to teacher efficacy.
Educational Leadership Review, 43(1), 89-105.
Tschannen-Moran, M., & Johnson, D. (2022). Measuring teacher efficacy: Instruments
and insights. Review of Educational Research, 92(2), 156-185.
Williams, A., & Hart, L. (2023). Building collaborative cultures in schools: The role of
peer support. Journal of School Leadership, 33(1), 54-71.
Zee, M., & Koomen, H. (2021). Teacher self-efficacy and student achievement: A meta-
analysis. Educational Research Review, 33, 100-110.