After analysis of 88 studies of the antecedents and consequences of teacher efficacy, it was found that personal attributes and organizational characteristics were associated with higher teacher efficacy. There was consistent evidence that teacher efficacy influences teacher and student outcomes. Higher efficacy was associated with: being female, the teacher's attribution of student success and failure to forces within their control, elementary level teaching rather than middle and high school teaching, students who are relatively orderly and of higher ability, schools characterized by low stress, leadership responsive to teacher needs, the use of teaching techniques which are more challenging and difficult, teachers' willingness to implement innovative programs, developmental classroom management practices, and enhanced student mastery of cognitive and affective goals. Deficiencies of past research include inattention to within-individual differences and a failure to conduct rigorous intervention studies. It is proposed that future research focus on the use of teacher efficacy as a construct in school improvement research. (Contains 113 references.) (Author/JDD)