The Relationship between Teacher Preparedness and Teaching Self-Efficacy
Examining the Role of Classroom Goal Structures and Teacher Type
Bibliographic Data
| ID | 21868655 |
|---|---|
| Authors | Yue Zhou (0009-0009-2070-9715), Ravinder Koul (0000-0002-0135-3946), Mongkhon Narmluk (0009-0007-8145-706X), Yuwarat Srisupawong (0000-0002-2762-4150) |
| Year | 2026 |
| Pages | 8-13 |
| Publication date | 2026-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Social Science and Humanity (JOURNAL) |
| Journal identifiers | ISSN: 2010-3646 • E-ISSN: 2010-3646 |
| Publisher | EJournal Publishing (PUBLISHER) |
| DOI | 10.18178/ijssh.2026.16.1.1270 |
| OpenAlex | W7146937256 |
| Language | EN |
This study explores the relationship between teacher preparedness and Teaching Self-Efficacy (TSE) among 413 teachers (284 pre-service, 129 in-service) at a university in Huaibei, China. Using exploratory factor analysis and hierarchical regression analysis, the study found that teacher preparedness, particularly in teacher-student relationships, is a strong predictor of both TSE and Teaching Self-Efficacy for Equity (TSEE). Mastery-oriented classroom structures also positively influence TSE, though they do not mediate the effects of preparedness. In-service teachers demonstrated significantly higher preparedness in relational competencies. These findings underscore the importance of prioritizing relational pedagogy and mastery-focused instructional strategies in teacher education programs. Longitudinal research is recommended to further examine the development of TSE over time
Exploratory factor analysis · Exploratory research · Multilevel model · Preparedness · Teacher education · Communication in Education and Healthcare · Early Childhood Education and Development · Teacher Education and Leadership Studies
| Citation velocity | historical |
|---|---|
| Highly cited | No |