Multilevel modeling of teacher self-efficacy and instructional quality across teacher and school levels¶
Research Method · All research methods
Evidence · 6 claims (4 for, 2 mixed) · 1 study (1 associational),q3· 1 of 1 report an effect size · 6 claims rest on one study
Description¶
The article argues that research on teacher motivation and instruction should not neglect the school context: teachers' self-efficacy should be modeled both as an individual variable and as a school-level composite, and school characteristics (collective efficacy, collaboration, participation, leadership) should be tested as context predictors and moderators. The authors state the findings "indicate the differential importance of addressing the school context when investigating teacher self-efficacy and instructional quality".
Accounts¶
- When investigating teacher self-efficacy and instructional quality, model the school context rather than treating self-efficacy as purely individual: The article argues that research on teacher motivation and instruction should not neglect the school context: teachers' self-efficacy should be modeled both as an individual variable and as a school-level composite, and school characteristics (collective efficacy, collaboration, participation, leadership) should be tested as context predictors and moderators. The authors state the findings "indicate the differential importance of addressing the school context when investigating teacher self-efficacy and instructional quality". (Holzberger et al. (2021))
Claims¶
- Schools with higher collective efficacy show stronger associations with self-reported instructional quality at the school level than at the teacher level [+M]
- 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 [+M]
- School characteristics moderate the self-efficacy–classroom management relationship: smaller slopes in schools with high collective efficacy or high collaboration, larger with more participation [+M]
- Teachers with higher self-efficacy report higher instructional quality at the individual teacher level, with congruent domain-specific associations [+W]
- Self-reported cognitive activation shows no context effects of school characteristics after controlling for individual teacher self-efficacy [~W]
- The relationship between teacher self-efficacy and self-reported cognitive activation does not vary across investigated school characteristics [~W]
Related Research Methods¶
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Key Sources¶
- 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
Page metadata
| Field | Value |
|---|---|
type |
research-method |
id |
multilevel-modeling-of-teacher-self-efficacy-and-instructional-quality-across-teacher-and |
title |
Multilevel modeling of teacher self-efficacy and instructional quality across teacher and school levels |
description |
The article argues that research on teacher motivation and instruction should not neglect the school context: teachers' self-efficacy should be modeled both as an individual variable and as a school-level composite, and school characteristics (collective efficacy, collaboration, participation, leade |
status |
review |
generated |
by process:settle-candidates on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
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