This present research had as main purpose to investigate the efficacy beliefs (individual and
collective) of teachers as well as their relationship to the teaching context and some specific
areas of teaching activities. This work is divided into four studies: a) the study first reported
the state of the art about research on teaching self-efficacy beliefs, especially within a period
not investigated previously, in order to guide future studies indicating some trends and
evidencing gaps to be filled, such as more research to verify the relationship between selfefficacy and academic performance, as well as the relationship between teacher self-efficacy
and public policies that may favor the teaching-learning process; b) the study 2 investigated
the relationship between the beliefs of teacher self-efficacy and collective efficacy, and
between teaching and self-efficacy variables as time experience, academic background, level
of education and class size may have important implications in the teaching-learning process ;
3 study highlighted the need to understand how the teaching work environment can influence
and be influenced by the beliefs of collective efficacy, as of contextual variables (operating
time in the function / series where he teaches, time of experience in teaching, journey work and
school infrastructure); The study investigated the teachers' view about their efficacy beliefs and
their relationship to some specific areas of teaching practice in the education context. This work
consists of four articles. The 1st article is characterized as systematic review, the method is the
use of graphs and their geometric representations. The 2nd and 3rd items are made up of
empirical studies, quantitative, with a sample of 495 teachers. The 4th study consists of a
qualitative research, with sample 4 participants. Samples of all studies are composed of
teachers of basic education, the kindergarten through high school, a private school confessional
network. The results indicated that contextual factors can influence the beliefs of teacher
effectiveness, with implications for the teaching-learning process. The Social Cognitive Theory
helped to provide evidence that the development of trust constitutes an important motivational
aspect to achieve the targets set in the education context, helping to think about improvements
in the teacher's working environment as well as public policies that favoring more favorable
contexts to the strengthening of efficacy beliefs of teachers.
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