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Researchers, and those involved in education, would agree that student success is indicated by a students’

ability to develop skills and a strong interest for in life-long learning. The critical first step towards discussing

student success or successful learning is to define it. Cuseo (2012) highlights key processes associated with

positive student outcomes and refers to the following as ‘seven principles of student success’. Cuseo’s

principles consist of: personal validation, self-efficacy, personal meaning, active involvement, social

integration, personal reflection, and self-awareness. In sum, Cuseo (2012)he believes that in order for a

student to be deemed considered as successful in their learning, they must: (1) feel personally significant,

(2) believe that their individual effort matters, (3) find meaning or purpose in school experience, (4) be

engaged in the learning process, (5) have regular human interaction and collaborate with others, (6) engage

in reflective thinking, and (7) gain greater awareness of their own thinking, learning styles and learning habits.

Rohde and Thompson (2007) argue that intelligence, memory and information-processing skills are cognitive

abilities acting asthat act as extremely strong predictors of a pupil’s academic achievement.; A lack of the

aforementionedwithout these skills, this can have a negative impact on a pupil’s performance. On the

contraryIn comparison, Jiang et al. (2013) maintain that non-cognitive factors play an effective role in

successful learning; important factors being motivation and emotion, as well as the characteristics of learning

environments. Jiang et al. (2013: ) conclude hold the viewpoint that, in essence, it is believed that the a

highly motivated learner that is highly motivated, will be more likely to engage in learning processes., and

wWith this, Jiang et al. (2013:x) propose that ‘of the various motivational variables, academic self-efficacy [is]

particularly sensitive to the perceived characteristics of the learning contexts.’

In this essay, I will consider the factors of teacher-efficacy as having an effect on the success of the learner,

derived from the notion of self-efficacy (Bandura, 1977). Teacher-efficacy: is a teacher’s confidencethe

confidence that teachers possess in their ability to promote students’ learning; it is considered to be one of

the few teacher characteristics that consistently relates to teaching and learning (Woolfolk and Hoy, 1990). I

will attempt to seek clarifyication of whether the efficacious teacher (with influences of self-efficacy in mind)

manages a classroom better and teaches their students more effectively to result inpromote successful

learning.

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