Teachers with higher self-efficacy report higher instructional quality at the individual teacher level, with congruent domain-specific associations¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2021 · checked against its sources 2026-10-22 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Teachers reporting higher self-efficacy in instruction report higher cognitive activation, and teachers reporting higher self-efficacy in classroom management report better classroom management (standardized β = .30 and β = .28). → 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 intercept multilevel regression of Austrian TALIS 2018 teacher survey data (4,255 teachers, 246 schools). Congruent Level 1 associations were significant: self-efficacy in instruction predicted cognitive activation (β = .30) and self-efficacy in classroom management predicted classroom management (β = .28); incongruent paths were near zero.

"Moreover, schools with higher collective efficacy concerning classroom management were also the schools where teachers reported better classroom management (Level 2), and teachers who reported higher self-efficacy concerning classroom management also reported better classroom management"

Discussion¶

Learner Variables¶

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

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
• 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
• 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
• Emotional volatility shows small marginally significant incremental positive associations with cognitive activation, classroom management, and teacher enthusiasm, and the general anxiety factor is weakly negatively associated with classroom management — related
• The general sociability reference factor uniquely and positively predicts student-rated classroom management, student support, and teacher enthusiasm, while assertiveness and energy level add no unique prediction — related
• Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — related
• More teaching experience is associated with lower teacher self-efficacy and somewhat lower student-rated classroom management and student self-efficacy — related
• Teachers with higher self-efficacy are rated by students as showing better classroom management, more cognitive activation, and greater support — related