Different levels of context-specificity of teacher self-efficacy and their relations with teaching quality

Désirée Thommen; Urs Grob; Fani Lauermann; Rob Klassen; Anna Praetorius

doi:10.3389/fpsyg.2022.857526

Different levels of context-specificity of teacher self-efficacy and their relations with teaching quality

Désirée Thommen, Urs Grob, Fani Lauermann, Rob Klassen, Anna Praetorius

Education

Research output: Contribution to journal › Article › peer-review

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 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 = 1930) 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.

Original language	English
Article number	857526
Number of pages	12
Journal	Frontiers in Psychology
Volume	13
DOIs	https://doi.org/10.3389/fpsyg.2022.857526
Publication status	Published - 30 Jun 2022

Bibliographical note

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10.3389/fpsyg.2022.857526Licence: CC BY

857526_ManuscriptAccepted author manuscript, 1.56 MB
2022 Frontiers Different levels of context-specificity of TSE and teaching quality
© 2022 Thommen, Grob, Lauermann, Klassen and Praetorius
Final published version, 1.48 MB

Cite this

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