More teaching experience is associated with lower teacher self-efficacy and somewhat lower student-rated classroom management and student self-efficacy¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i2 medium
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Years of teaching experience negatively predicted TSE at the class level and was introduced as a control variable. → Burić 2020

Evidence¶

Burić 2020¶

Burić, Irena and Kim, Lisa (2020) Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2019.101302

q3 · i2 · associational · r2

Cross-sectional survey of 94 Croatian high school teachers: experience showed significant negative correlations with TSE, cognitive activation, classroom management, and SSE at the teacher level, and negatively predicted TSE (β ≈ -.24) in all three structural models.

"The results also revealed that more experienced teachers reported lower levels of TSE (β = -.239, p = .029; β = -.244, p = .028; and β = -.242, p = .028, for each of the models respectively)."

Discussion¶

Related Claims¶

• Teachers with higher self-efficacy are rated by students as showing better classroom management, more cognitive activation, and greater support — related
• Teacher self-efficacy is not directly related to student self-efficacy or intrinsic motivation when teacher and student reports are combined at the class level — related
• Teachers with higher self-efficacy report higher instructional quality at the individual teacher level, with congruent domain-specific associations — related
• Gender, teaching experience, and educational level covary with TSE and burnout levels at Time 1 — related