Being a teacher at a school with higher collective efficacy in classroom management is associated with higher self-reported classroom management over and above individual self-efficacy¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A unique context effect of collective efficacy in classroom management on self-reported classroom management (β = .57, p < .001) was found, meaning the same teacher reports better classroom management at a more efficacious school. → Holzberger 2021

Evidence¶

Holzberger 2021¶

Holzberger, D., & Prestele, E. (2021). Teacher Self-Efficacy and Self-Reported Instructional Quality: A Multilevel Perspective on the Role of School Characteristics. Learning and Instruction, 76, 101513. https://doi.org/10.1016/j.learninstruc.2021.101513

q3 · i? · associational · r2

Context-effect multilevel regression on Austrian TALIS 2018 data (246 schools). Only collective efficacy in classroom management showed a significant unique context effect (β = .57, p < .001); external school characteristics (collaboration, participation, leadership) were non-significant.

"With regard to classroom management, there was a specific positive association with unique collective efficacy in classroom management (collective efficacy in instruction: b(SE) = 0.01(.09), β =.02, p = .87; efficacy in classroom management: b(SE) = 0.37(.09), β = .57, p < .001)"

Discussion¶

Related Claims¶

• Schools with higher collective efficacy show stronger associations with self-reported instructional quality at the school level than at the teacher level — related
• Self-reported cognitive activation shows no context effects of school characteristics after controlling for individual teacher self-efficacy — related
• School characteristics moderate the self-efficacy–classroom management relationship: smaller slopes in schools with high collective efficacy or high collaboration, larger with more participation — related
• Teachers with higher self-efficacy report higher instructional quality at the individual teacher level, with congruent domain-specific associations — related