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

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Author(s)

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

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Publication details

JournalFrontiers in Psychology
DateAccepted/In press - 30 May 2022
DatePublished (current) - 30 Jun 2022
Volume13
Number of pages12
Original languageEnglish

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.

Bibliographical note

© 2022 Thommen, Grob, Lauermann, Klassen and Praetorius

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