The characteristics of teaching associated with high student achievement are identified in research on self-efficacy. Teachers with high self-efficacy believe they can ensure that their students learn and to master effective strategies for attaining positive results. This qualitative study provides guidelines for influencing and sustaining efficacy in teachers and their students. Within the framework of this study, teacher efficacy is defined as the most effective proposal for professional development because it relates to instructional choices and actions that affect improved student learning. Despite the emergence of empowerment strategies, wide variances in student achievement endure. In response to persistent challenges to learn how teachers foster high academic achievement, this study examined the implementation of an innovative evaluation program designed to stimulate teacher efficacy and increase student performance. Links between the attributes of high expectations, confidence and persistence support the study contention that teachers who activate their efficacious expertise accomplish their learning goals and expand student skills. Study findings demonstrate that the efficacy beliefs of teachers are reflected in their instructional methods and student outcomes. Three research questions guided the researcher to investigate teacher efficacy factors of high expectations, confidence and persistence. Question 1 investigated subject perceptions of what they chose to teach, how they planned instruction, created learning environments, delivered content and motivated collaboration to advance student achievement. Results aligned with the literature review and identified teacher efficacy as a primary factor affecting student achievement.

The second question led to analysis of participants' experiences in the self-directed model of evaluation. Findings captured pertinent results about the interrelationship of teacher efficacy and evaluation to raise student performance. Case study records revealed that teacher efficacy significantly influenced student achievement. Study subjects articulated ways in which their pedagogical practices improved through participation in the innovative evaluation paradigm. New strategies enhanced instruction, increased teacher efficacy and thereby influenced their students' ability to self-monitor and self-assess. The third question investigated how the implementation of the self-directed evaluation option impacted the sustainability of exemplary teacher efficacy attributes. Results revealed that consistently setting goals and reflection spiraled teachers and learners to higher levels of achievement. In summary, the self-directed model stimulated teacher efficacy by mobilizing the positive impacts of perceived capacities, choice, and perseverance to raise student achievement.