ERIC Number: EJ1054510
Record Type: Journal
Publication Date: 2013-Aug
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0663
EISSN: N/A
Available Date: N/A
How Teachers' Self-Efficacy Is Related to Instructional Quality: A Longitudinal Analysis
Holzberger, Doris; Philipp, Anja; Kunter, Mareike
Journal of Educational Psychology, v105 n3 p774-786 Aug 2013
This study extends previous research on teachers' self-efficacy by exploring reciprocal effects of teachers' self-efficacy and instructional quality in a longitudinal panel study. The study design combined a self-report measure of teacher self-efficacy with teacher and student ratings of instructional quality (assessing cognitive activation, classroom management, and individual learning support for students), and 2-level cross-lagged structural equation analyses were conducted. Data were collected from 155 German secondary mathematics teachers and 3,483 Grade 9 students at 2 measurement points. Although cross-sectional correlations between self-efficacy beliefs and characteristics of instruction were substantiated, the analyses only partially confirmed a causal effect of teachers' self-efficacy on later instructional quality. Instead, the analyses revealed a reverse effect of instructional quality on teachers' self-efficacy, with students' experience of cognitive activation and teachers' ratings of classroom management predicting teachers' subsequent self-efficacy. Our findings emphasize the importance of examining teachers' self-efficacy not only as a cause but also as a consequence of educational processes. Future research on teachers' self-efficacy should take a longitudinal perspective with varying time lags, identify possible mediator variables, and consider other aspects of teacher competence beyond self-efficacy when examining the effects of instructional quality.
Descriptors: Self Efficacy, Instructional Effectiveness, Longitudinal Studies, Educational Quality, Structural Equation Models, Secondary School Students, Secondary School Teachers, Secondary School Mathematics, Correlation, Beliefs, Student Evaluation, Student Evaluation of Teacher Performance, Achievement Rating, Self Concept Measures, Predictor Variables, Sustainability, Foreign Countries
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A
Author Affiliations: N/A