Thommen, Désirée, Grob, Urs, Lauermann, Fani et al. (2 more authors) (2022) Different levels of context-specificity of teacher self-efficacy and their relations with teaching quality. Frontiers in Psychology. 857526. ISSN 1664-1078
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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2022 Thommen, Grob, Lauermann, Klassen and Praetorius |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 31 May 2022 11:10 |
Last Modified: | 08 Feb 2025 00:46 |
Published Version: | https://doi.org/10.3389/fpsyg.2022.857526 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.3389/fpsyg.2022.857526 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:187564 |
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Description: 2022 Frontiers Different levels of context-specificity of TSE and teaching quality