Teachers with higher self-efficacy are rated by students as showing better classroom management, more cognitive activation, and greater support¶

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 At the teacher (class) level, teacher self-efficacy is positively associated with student-rated classroom management, cognitive activation, and supportive climate. → 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

Doubly latent multilevel SEM at the teacher level with 94 teachers and their 2087 students; standardized effects of teacher self-reported TSE on the three student-rated instructional quality dimensions were β = .255, .261, and .234, all significant. The study reports teachers "rated by students as managing classrooms better" with higher TSE.

"teachers with higher levels of TSE were, on average, rated by students as managing classrooms better (β = .255, p = .041), providing more cognitive activation (β = .261, p = .033), and showing greater support (β = .234, p = .035)."

Discussion¶

Related Claims¶

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