How teachers’ self-efficacy is related to instructional quality
A longitudinal analysis.
Bibliographic Data
| ID | 23320751 |
|---|---|
| Authors | Doris Holzberger (0000-0001-6535-289X), Anja Philipp (0000-0002-9833-0563), M Kunter (0000-0001-9842-7683) |
| Year | 2013 |
| Volume | 105 |
| Issue | 3 |
| Pages | 774-786 |
| Publication date | 2013-08-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-0663 • E-ISSN: 1939-2176 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0032198 |
| OpenAlex | W2159996485 |
| Language | EN |
| Citations received | 181 |
| References cited | 41 |
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.
Cognitive psychology · Developmental psychology · Mathematics education · Quality (philosophy) · Self-efficacy · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Teacher Education and Leadership Studies
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| Unique citing works | 181 |
|---|---|
| Citations per year | 15,08 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 175 |