School characteristics moderate the self-efficacy–classroom management relationship: smaller slopes in schools with high collective efficacy or high collaboration, larger with more participation¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Cross-level interactions predicting classroom management were (marginally) significant for collective efficacy in classroom management (B = –0.30), collaboration (B = –0.09), and participation (B = –0.12 for efficacy in instruction; B = 0.08 marginal for efficacy in classroom management). → 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 · r3

Random slope models with school characteristics as Level 2 slope predictors on the TALIS 2018 Austrian sample. Only 4 of 16 tested cross-level interactions approached significance, all predicting classroom management; none predicted cognitive activation.

"The cross-level interactions mean that in schools with a higher collective efficacious staff, the associations between teachers’ individual self-efficacy in classroom management and their self-reported classroom management were smaller than in schools with low collective efficacy"

Discussion¶

Learner Variables¶

• Self-Efficacy — predictor: learners who differ on it differ in outcomes

Related Claims¶

• 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 — related
• Self-reported cognitive activation shows no context effects of school characteristics after controlling for individual teacher self-efficacy — related
• The relationship between teacher self-efficacy and self-reported cognitive activation does not vary across investigated school characteristics — related
• Teachers with higher self-efficacy report higher instructional quality at the individual teacher level, with congruent domain-specific associations — related
• Schools with higher collective efficacy show stronger associations with self-reported instructional quality at the school level than at the teacher level — related