Selbstwirksamkeitserwartungen in der Lehrerbildung

Abstract

The importance of self-efficacy beliefs for the profession of teachers has been shown empirically (Tschannen-Moran & Woolfolk Hoy 2001). Yet, for the assessment of teacher self-efficacy beliefs in Germany only a one-dimensional instrument (Schmitz & Schwarzer, 2000) exists. To meet the demand of context-specifity of self-efficacy beliefs (Bandura, 1997), I developed a multi-dimensional instrument for teacher self-efficacy beliefs and applied the instrument in three separate studies. The instrument covers the dimensions classroom management, diagnostic competence, assessment, communication and conflicts as well as coping.In the first study I analyzed whether the multi-dimensional assessment of teacher self-efficacy beliefs is more appropriate than the one-dimensional assessment, and how these self-efficacy beliefs develop during teacher education. Furthermore, I developed and tested an instrument to assess general pedagogical knowledge. No differences could be shown for the one-dimensional teacher self-efficacy in a cross-sectional study (173 first year students, 27 advanced students, 35 examination candidates, 19 preservice teachers). Yet, group differences for the new, multi-dimensional instrument were revealed: For classroom management and assessment, first year students revealed the lowest scores. For diagnostic competence there were no differences during the university years. Yet, the preservice teachers revealed lower scores. For communication and conflicts as well as for coping there were no group differences. General pedagogical knowledge increased during studies.In the second study change and level of self-efficacy beliefs during the first practical experiences of 91 student-teachers were examined. Moreover, I analyzed the relations of self-efficacy beliefs and personality in this context. On nearly all subscales, self-efficacy scores increased during student-teaching. Extraversion, Agreeableness and Conscientiousness showed relations to self-efficacy beliefs, yet these results were not consistent among the subscales. Furthermore, students who experienced greater support by their mentor showed higher self-efficacy scores.In the third study I applied the multidimensional scale of teacher self-efficacy in a sample of teachers. In a confirmatory factor analysis with two groups (348 student-teachers and teachers), we found acceptable quality criteria for a slightly revised version of the instrument. The resulting six subscales cover the dimensions coping, communication and conflicts, diagnosis of learning disorders, diagnosis of intellectual giftedness, assessment, and classroom management. A high convergent validity could be shown for five of the six dimensions (exclusive the subscale coping). The current work clearly shows that teacher self-efficacy beliefs should be assessed in a multi-dimensional way. Limitations and implications of the empirical studies are discussed.