Journal article
Different levels of context-specificity of teacher self-efficacy and their relations with teaching quality
- Abstract:
- On the basis of Bandura’s social cognitive theory, researchers often assume that a teachers’ self-efficacy (TSE) will have a positive effect on teaching quality. However, the available empirical evidence is mixed. Building on previous research into TSE, we examined whether assessing class-/task-specific TSE gives a more accurate indication of the associations between TSE assessments and student-rated teaching quality. The analyses were based on the English sample of the Teaching and Learning International Survey (TALIS) Video Study. Mathematics teachers (N = 86) rated their self-efficacy beliefs using generalized task-specific TSE items and class-/task-specific TSE items. Their students (N = 1,930) rated the quality of teaching in their math class. Multilevel regression analyses revealed stronger associations between student-rated teaching quality and class-/task-specific TSE than generalized task-specific TSE. We discuss possible reasons for these results and outline the potential benefits of using class-specific assessments for future TSE research.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
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(Preview, Version of record, pdf, 1.5MB, Terms of use)
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- Publisher copy:
- 10.3389/fpsyg.2022.857526
Authors
- Publisher:
- Frontiers Media
- Journal:
- Frontiers in Psychology More from this journal
- Volume:
- 13
- Article number:
- 857526
- Place of publication:
- Switzerland
- Publication date:
- 2022-06-30
- Acceptance date:
- 2022-05-30
- DOI:
- EISSN:
-
1664-1078
- Pmid:
-
35846657
- Language:
-
English
- Keywords:
- Pubs id:
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1565937
- Local pid:
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pubs:1565937
- Deposit date:
-
2024-08-16
Terms of use
- Copyright holder:
- Thommen et al.
- Copyright date:
- 2022
- Rights statement:
- © 2022 Thommen, Grob, Lauermann, Klassen and Praetorius. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
- Licence:
- CC Attribution (CC BY)
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