Teacher Self-Efficacy as a Long-Term Predictor of Instructional Quality in the Classroom

Autor/inn/en	Künsting, Josef; Neuber, Victoria; Lipowsky, Frank
Titel	Teacher Self-Efficacy as a Long-Term Predictor of Instructional Quality in the Classroom
Quelle	In: European Journal of Psychology of Education, 31 (2016) 3, S.299-322 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-015-0272-7
Schlagwörter	Foreign Countries; Teacher Attitudes; Teacher Effectiveness; Self Efficacy; Predictor Variables; Goal Orientation; Educational Quality; Classroom Techniques; Mastery Learning; Construct Validity; Rating Scales; Factor Analysis; Regression (Statistics); Classroom Environment; Cognitive Processes; Germany + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Prädiktor; Zielorientierung; Zielvorstellung; Quality of education; Bildungsqualität; Klassenführung; Rating-Skala; Faktorenanalyse; Regression; Regressionsanalyse; Klassenklima; Unterrichtsklima; Cognitive process; Kognitiver Prozess; Deutschland
Abstract	In this longitudinal study, we examined teachers' self-efficacy as a long-term predictor of their mastery goal orientation and three dimensions of instructional quality: supportive classroom climate, effective classroom management, and cognitive activation. Mastery goal orientation was also analyzed as a predictor of instructional quality. Teachers' optimism, engagement, and strain were assessed to gain information about the construct validity of the scales on self-efficacy and mastery goal orientation. We analyzed the self-report data of 203 German in-service teachers who participated in all of three time points of assessment (the years 2001, 2008, and 2011). Confirmatory factor analyses supported the assumed three-dimensionality of instructional quality. Teacher self-efficacy was found to be relatively stable and to be a long-term predictor of instructional quality as indicated by the results of latent variable modeling. Moreover, instructional quality is predicted by mastery goal orientation, which in turn is regressed on self-efficacy. As supported also by bias-corrected bootstrapping, mastery goal orientation partially mediated the relationship between classroom climate and self-efficacy. Results and an outlook for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01