Among school-level factors, only principal leadership and school culture correlate positively with CMSE¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i0 negligible
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 Principal leadership (r=0.092, k=5) and school culture (r=0.143, k=2) are positively related to CMSE with low-level effects. → Duan 2024 q3 i? Principal gender, school type (private vs public), and school size show no significant relationship with CMSE. → Duan 2024

Evidence¶

Duan 2024¶

Duan, S., Bissaker, K., & Xu, Z. (2024). Correlates of teachers' classroom management self-efficacy: A systematic review and meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09881-2

q3 · i0 · quant-synthesis · r2

Random-effects meta-analysis of five school-level factors (Table 4). Principal leadership pooled r=0.092 (CI [0.046, 0.138]) and school culture r=0.143 (CI [0.006, 0.275]) were significant; principal gender r=-0.031, school type r=-0.305, and school size r=0.022 were not.

"Of these factors we found that only principal leadership and school culture were positively related to teachers' CMSE, both with a low-level effect."

Discussion¶

Related Claims¶

• Classroom climate and classroom management practice show large positive correlations with CMSE; student misbehaviour and student-teacher conflict correlate negatively — related
• Country and school level moderate the relationship between CMSE and many correlates — related
• Positive school climate, which principals shape, improves attendance, behavior, graduation, and achievement and buffers poverty effects — related
• Facilitative, inclusive principal leadership and effective principal supervision are associated with more positive trust relations — related