Self-efficacy In Classroom Management Research Articles

Exploring the Predictors of Successful Learning Action Cell Practices of Special Education Teachers

Learning Action Cells (LACs) have emerged as a powerful tool for fostering professional development among educators. By creating collaborative learning communities, LACs empower teachers to share knowledge, reflect on practice, and implement innovative strategies. This study aimed to explore the factors influencing the effective implementation of LACs among Elementary Special Education (SPED) teachers in Davao City. Specifically, the study investigated the extent of LAC session practices and the level of self-efficacy of SPED teachers. A regression analysis was employed to examine the relationship between these variables. The findings revealed a significant positive correlation between LAC session practices and teachers' self-efficacy. SPED teachers demonstrated strong performance in various aspects of LAC implementation, including contextualization, process adherence, and content delivery. Similarly, they exhibited high levels of self-efficacy in classroom management, student engagement, instructional practices, and commitment. These results underscore the effectiveness of LACs in enhancing the professional capabilities of SPED teachers and ultimately improving student outcomes. The study recommends the continued implementation of LACs, with a focus on integrating 21st-century skills and assigning specific roles to team members to maximize their expertise. Future research could explore the long-term impact of LACs on teacher retention, student achievement, and overall school improvement.

Effects of Age on Teachers’ Self-Efficacy: Evidence from Secondary Schools

The study investigated the effects of age on self-efficacy among teachers in secondary schools in Kenya. The concurrent triangulation design was adopted. A sample size of 327 teacher participants was obtained using both stratified and simple random sampling techniques. The Teacher Self-Efficacy Scale (TSES) was used to collect quantitative data. In addition, semi-structured interview was used to collect qualitative data. The reliability coefficient for the TSES was α = 0.996. The Multivariate Analysis of Variance (MANOVA) was used to test the hypothesis. Qualitative data was analyzed using thematic analysis. The MANOVA results indicate that the effect of age on teachers’ self-efficacy was not significant, Wilk’s λ (6, 320) = 0.947, p = 0.498. Qualitative results reported a significant effect of age on teachers’ self-efficacy in classroom management. The Kenyan Teachers’ Service Commission should carry out periodical assessment of teachers’ self-efficacy to identify teachers that are vulnerable to low self-efficacy. Keywords: effects, age, self-efficacy, teachers, secondary schools, Kenya

Investigating Pre-Service EFL Teachers’ Self-efficacy in Their Classroom Management Skills using the EPOSTL as a Self-assessment Tool

Self-efficacy in classroom management is one of the important dimensions of the concept of teacher self-efficacy. Higher levels of classroom management self-efficacy (CMSE) have been positively correlated with an increase in teacher resilience and students’ learning outcomes. Therefore, it is crucial for teachers to develop CMSE beliefs to promote the quality of their teaching. Although the issue of classroom management has been comprehensively explored in the field of education, there are not many studies focusing on pre-service EFL teachers’ development of CMSE beliefs. Moreover, the relationship among several variables such as teachers’ affective states and students’ attitudes towards teachers or courses has been explored in the context of foreign language education (FLE). However, whether there is a relationship between self-assessment and development of CMSE beliefs in FLE settings has not been studied extensively. In this vein, the purpose of this study is to investigate pre-service EFL teachers’ CMSE beliefs depending on their use of the European Portfolio for Student Teachers of Languages (EPOSTL) as a self-assessment tool in their undergraduate education. This study follows an interventionist experimental design based on mix-method data collection. The participants of the study are 31 senior pre-service EFL teachers studying at a state university in Türkiye. Quantitative data of this study were collected through Teachers’ Sense of Efficacy Scale (TSES) by Tschannen-Moran and Woolfolk Hoy (2001) in the form of pre-test and post-test to the participants. Between pre and posttest period, the participants assessed themselves through the EPOSTL for three times. Qualitative data were collected through the participants’ reflective reports and semi-structured interviews and subjected to thematic analysis. The findings of the study have shown that the use of EPOSTL leads to an increase in participants’ level of CMSE beliefs. It may be stated that the wide-spread use of the EPOSTL can be fostered by designing language teacher education programs as more reflection-oriented. By this way, pre-service EFL teachers’ autonomy, CMSE beliefs, perseverance, and continuous professional development can be sustained.

Enhancing pre-service teachers’ classroom management competency in a large class context: the role of fully immersive virtual reality

Effective classroom management is essential for creating an optimal learning environment, particularly in large classes. However, pre-service teachers often struggle to develop this competency through traditional training methods such as instructional videos and role-playing, which fail to provide authentic practice opportunities. This study investigated the efficacy of an innovative Immersive Virtual Reality (IVR) system, ClassMaster, in enhancing pre-service teachers’ classroom management skills. A quasi-experimental design was employed, involving 57 pre-service teachers randomly assigned to either an IVR group using ClassMaster or a control group using video-based learning. Participants’ classroom management competencies, self-efficacy, attitudes, and reflective thinking were assessed through pre-tests, post-tests, and delayed tests. Results revealed that while both methods improved immediate classroom management competencies equally, the IVR group demonstrated significantly better performance on delayed tests, indicating enhanced long-term knowledge retention. The IVR group also reported more positive attitudes towards classroom management. Reflective thinking levels were comparable between the two groups. Qualitative interviews highlighted the perceived benefits of the IVR system, including its innovative, immersive, and practical nature, which contributed to a profound and lasting impact on participants’ learning experiences. The study concludes that IVR-based learning, through systems like ClassMaster, offers a promising approach to enhancing pre-service teachers’ classroom management competencies, particularly in large class contexts. The research underscores the potential of IVR as a transformative tool in teacher education, warranting further exploration and integration into teacher training programs.

Post-Pandemic Mathematic Teachers' Perception on TPACK and Classroom Management Self Efficacy in Online Teaching

Educational technology professionals commonly utilize the Technological Pedagogical and Content Knowledge (TPACK) framework. Yet, the existing studies lack an examination of the influence of mathematics teachers' perceptions of TPACK on their Classroom Management Self-Efficacy in the context of online teaching. This quantitative cross-sectional survey aimed to explore the potential impact of TPACK on mathematics teachers’ online classroom management, which is significant to improve online teaching. The study involved 232 mathematics teachers from Kuwaiti primary schools who were randomly selected through cluster sampling, who completed a questionnaire consisting of 42 items. The questionnaire aimed to investigate both teachers’ perception of classroom Management Self Efficacy in online teaching, and their TPACK perceptions. Through the utilization of multiple regression analysis, the data revealed a significant correlation between the TPACK component (CK, TK, PK, PCK, TCK, TPK, and TPACK) and classroom Management Self Efficacy in online teaching. Consequently, this study highlights the validity of TPACK as a model to elucidate teachers' effective management of online classrooms. The results of this study contribute to international studies on online teaching efficiency, teaching practices, and teacher technological competencies.

Self-Efficacy and Job Satisfaction of Primary School Teachers

This study presents an in-depth investigation into the predictors of job satisfaction among primary school teachers in China. The study is grounded in the theoretical framework of self-efficacy and job satisfaction theories, providing a comprehensive understanding of the factors influencing job satisfaction in the unique socio-cultural context of China. The research employs a descriptive-comparative correlational research design, utilizing a comprehensive questionnaire survey to collect data from a representative sample of primary school teachers in Wuhan, China. The questionnaire covers demographic information, self-efficacy in student engagement, instructional strategies, classroom management, and job satisfaction levels. Based on these findings, the study concludes that enhancing teacher self-efficacy, providing a supportive work environment, and improving classroom management practices are key to improving job satisfaction among primary school teachers in China.

Effective Teacher Professional Development and Its Influencing Factors: A Cross-National Comparison of the United States, China, Finland, and Singapore

The promotion of effective teacher professional development (ETPD) is a critical issue in the field of teacher education. The present study investigated how ETPD is affected simultaneously by teacher- and school-level factors across the United States, China, Finland, and Singapore. The data were drawn from the Teaching and Learning International Survey (TALIS 2018) and analyzed using a hierarchical linear model. Findings showed that scores on social utility motivation to teach, self-efficacy in student engagement, and school participative climate were positively and significantly correlated with scores on ETPD across the four countries. It was concluded that gender, education background, teaching experience, personal utility motivation to teach, teacher self-efficacy in classroom management, and teacher–student relations made significant, yet inconsistent, differences in ETPD in the four countries. Motivating teachers to teach and creating a democratic, participatory, and caring school culture may be important measures to promote effective professional development of teachers globally.

Correlates of teachers’ classroom management self-efficacy: A systematic review and meta-analysis

This meta-analysis examined literature from the last two decades to identify factors that correlate with teachers’ classroom management self-efficacy (CMSE) and to estimate the effect size of these relationships. Online and reference list searches from international and Chinese databases yielded 1085 unique results. However, with a focus on empirical research the final sample consisted of 87 studies and 22 correlates. The findings cluster the correlates of CMSE into three categories: teacher-level factors (working experience, constructivist beliefs, teacher stress, job satisfaction, teacher commitment, teacher personality, and teacher burnout), classroom-level factors (classroom climate, classroom management, students’ misbehaviour, students’ achievement, classroom interaction, and student-teacher relationship), and school-level factors (principal leadership and school culture). The results of this meta-analysis show small to large correlations between these 15 factors with CMSE. How these factors are associated with teachers’ CMSE and recommendations for future CMSE research are discussed.

Increasing Teacher Retention by Improving Self-Efficacy and Classroom Management Skills in Pre-Service Teachers

Pre-service teacher preparation programs are often ineffective in preparing new teachers to use classroom management skills and strategies. This contributes to high teacher-turnover rates for new teachers and ultimately influences principal retention and student outcomes. The crisis of teacher retention in the aftermath of the pandemic threatens U.S. global competitiveness and national security. Teacher preparation programs can address job stress and job satisfaction by better preparing teachers for the challenges of the post-pandemic classroom. The purpose of this longitudinal, mixed-methods improvement science study was to determine if embedding evidence-based classroom management skills and strategies into the instructional methods coursework programs, augmented by structured applied learning opportunities to improve the IE, would improve pre-service teachers’ self-efficacy in classroom management. The research used the Classroom Management Self Efficacy Instrument, focus groups, and written reflections. Five themes emerged from the data: student-teacher relationships, orderly classrooms, preventative measures, difficult students, and use of technology. Scores for seven practice-oriented items on the CMSEI showed strong improvement (M = 93.75%, post-intervention). Responding to the CMSEI question “I can manage a class very well,” 87.50% of students strongly agreed or agreed after the intervention. On eight items pertaining to self-efficacy on the post-survey, students reported strong efficacy (M = 85.16% agree or strongly agree). The major conclusion from this study is that embedding evidence-based classroom management skills and strategies into the instructional methods coursework, supported by structured applied learning opportunities, improves pre-service teachers’ self-efficacy and holds tremendous potential to reduce teacher attrition.

Psychometric Properties of Indonesian Version of Teacher Classroom Management Efficacy Scale

Teacher self-efficacy (TSE) in classroom management is an important predictor of teaching practice, but there are limited studies on the application in Asian countries, particularly Indonesia. Therefore, this study aimed to describe psychometric properties of Classroom Management Efficacy scale in Indonesian version. Psychometric properties of the scale were evaluated using a total of 582 Indonesian teachers, who served as participants. The results supported a bifactor model with high internal consistency, showing that the scale could be psychometrically sound measure of TSE in classroom management in Indonesian version.

Revisiting effects of teacher characteristics on physiological and psychological stress: a virtual reality study

Identifying personal characteristics associated with teachers’ stress is a longstanding research goal with important implications for practice. The present work revisits the effects of individual characteristics in terms of neuroticism, classroom management self-efficacy, and cognitive (reasoning) abilities on stress using virtual reality (VR). Relying on a sample of 56 German pre-service teachers (Mage = 22.73, SDage = 4.93; 50.9% females), we capitalized on a VR classroom environment that allowed the integration of experimental control and authentic teaching situations, where pre-service teachers responded to the disruptive behaviors of the student avatars. We focused on stress responses in terms of psychological stress (self-reported stress) assessed after the VR session, and physiological stress (heart rate) assessed during the VR session. A total of 30 (26) participants was assigned to a condition with higher (lower) levels of disruptive student behavior, referred to as higher and lower complexity condition, respectively. Results from linear mixed-effects models revealed that neuroticism positively predicted psychological and physiological stress responses in pre-service teachers, whereas classroom management self-efficacy and cognitive (reasoning) abilities were not significantly related to stress responses. Level of complexity and the interaction between complexity and individual characteristics did not have an effect. This study underlines the value of VR as a tool for psychological research and contributes to existing knowledge on teacher characteristics and stress.

Using Intercultural Sensitivity to Predict Culturally Responsive Classroom Management Self-Efficacy among Preservice Teachers

As student diversity increases, it is imperative that Educator Preparation Programs (EPPs) prepare preservice teachers to manage these classrooms. Educators are expected to possess the skillset, experience, and confidence necessary to engage diverse students from varying cultural backgrounds. Thus, intercultural sensitivity is an important affective trait for teachers, however, the connection between intercultural sensitivity and self-efficacy for culturally responsive classroom management has not been well documented in the preservice teacher literature. In this study, one mid-southern university examined the relationship between preservice teachers’ perceptions of their intercultural sensitivity and their self-efficacy for tasks related to culturally responsive classroom management. Findings indicated that preservice teachers are confident in their ability to manage classrooms in a culturally responsive manner and that intercultural sensitivity significantly predicted and explained about a third of variance in culturally responsive classroom management self-efficacy. While EPPs could consider requiring coursework in cultural diversity and classroom management, the results of this study indicated that coursework alone was not enough to improve preservice teachers’ self-efficacy.

Étude exploratoire de profils d’enseignants à risque de burnout : association avec les processus de coping et le sentiment d’auto-efficacité

IntroductionBurnout and its predictors are an increasingly important health issue in the teaching profession. ObjectiveThe present study aimed at identifying teacher profiles at risk of burnout, and to explore their associations with coping processes and sense of self-efficacy using a dual variable and person-centered approach. MethodA sample of 171 teachers (58.50% female) from a French-speaking canton of Switzerland completed the Shirom-Melamed Burnout Measure (i.e., physical fatigue, cognitive weariness, emotional exhaustion), the Teachers’ Sense of Efficacy Scale (i.e., instructional strategies, student engagement, classroom management) and the Coping Scale by Dewe (i.e., need to communicate, traditional style of teaching, problem-focused and avoidant coping). ResultsProblem-focused coping was the only variable that negatively predicted all three dimensions of burnout. Avoidant coping negatively predicted physical fatigue and cognitive weariness while classroom management self-efficacy negatively predicted emotional exhaustion. Additional findings suggested the moderating role of the number of students with special educational needs (SEN) in the relationship between some variables. Three profiles were identified based on a hierarchical cluster analysis. Multinomial logistic regression analysis showed that a higher number of students with SEN, as well as low levels of coping (i.e., problem-focused and avoidant) and sense of self-efficacy in classroom management were associated with a greater likelihood of belonging to the burnout risk profile (representing 21.64% of the total sample). ConclusionFindings from this study not only highlight a relatively large proportion of teachers at risk of burnout, but also a possible co-action of some coping processes and sense of self-efficacy.

High School Concert Band Directors’ Self-Efficacy for Classroom Management

The purpose of this study was to examine relationships between high school concert band directors’ self-efficacy for classroom management, efficacious sources, and classroom management behaviors. Participants ( N = 271) completed the Band Director Self-Efficacy for Classroom Management scale and responded to items about their demographic and school characteristics, formal preparatory experiences, stress from student behavior, support and trust, and satisfaction with recent classroom management. Additionally, participants rated their effectiveness for using classroom management behaviors. Participants’ level of satisfaction with their recent classroom management was the strongest positive predictor of their self-efficacy for classroom management scores, followed by their ratings of parent resource support. When participants indicated higher stress from student behavior or higher administration resource support, they also had lower self-efficacy for classroom management scores. Results indicated that several classroom management behaviors predicted participants’ self-efficacy, including establishing routines and procedures, keeping students on task, and rarely referring to the music score or lesson plan. Implementing and refining effective classroom management behaviors may improve the likelihood of directors gaining positive mastery experiences and lessen the influence of stress from student behavior on their self-efficacy for classroom management.

Longitudinal relations between teacher self-efficacy and student motivation through matching characteristics of perceived teaching practice

Theoretically, teacher self-efficacy relates to student outcomes through teaching behavior. However, underlying pathways through which specific teacher self-efficacy facets longitudinally relate to student motivation and emotion in classrooms remain unclear. This study aims to overcome this research gap by investigating whether student- and teacher-reported classroom discipline and social relatedness explain the longitudinal relations between teacher self-efficacy for classroom management and for emotional support and student self-efficacy and enjoyment. Multilevel analyses were carried out with data from 959 students and their 50 teachers. Results revealed that teacher self-efficacy for classroom management at the beginning of Grade 9 (T1) related indirectly to student enjoyment in the middle of Grade 10 (T3) through student-perceived class-level discipline at the beginning of Grade 10 (T2). Teachers’ self-efficacy for emotional support (T1) related positively to teacher- and student-reported social relatedness (T2); the latter related to student enjoyment (T3). Implications for future teacher motivation research are discussed.

Classroom Management and Leadership among EFL instructors: Self-Efficacy, Strengths, and Improvement Areas

The present study investigated tertiary-level English as a Foreign Language Teachers’/Instructors’ beliefs and perceptions of classroom management, discipline, and leadership in the classroom. In order to achieve this aim, EFL instructors completed the Teacher Self-efficacy in Classroom Management and Discipline Scale and two other open-ended questions asking them about their strengths and areas of improvement in classroom management and leadership. As revealed by the findings, EFL teachers reported their teaching and classroom management self-efficacy as somewhat high, while their view of external influences was neutral. Regarding the role of background variables, only, the experience was found to positively affect the self-reported measure of classroom management and discipline self-efficacy. Analysis of the qualitative data from the responses to open-ended questions further corroborated and expanded the quantitative data revealing diverse perspectives regarding EFL teachers’ strengths and areas of improvement in managing their classrooms more effectively.

Early Childhood Educators’ Physical Literacy Predict Their Self-Efficacy and Perceived Competence to Promote Physical Activity

ABSTRACT Research Findings: Early childhood educators’ own disposition has been suggested to contribute to their ability to promote physical literacy (PL) in young children. There is currently limited evidence of educators’ own PL, and studies have not explored how PL relates to teaching knowledge and behaviors in the early childhood education (ECE) context. This current study examined the relationships of teachers’ perceived PL with their self-efficacy and perceived professional competence in relation to promoting physical activities in ECE settings. A total of 338 early childhood educators from Hong Kong responded to an online survey that consisted of the Perceived Physical Literacy Inventory (PPLI), Chinese version of the Teacher Sense of Efficacy Scale (C-TSE(R)), and Teachers’ Professional Competence (TPC) questionnaire. The findings revealed that educators’ perceived PL is moderately associated with self-efficacy and professional competence when conducting physical activities in ECE contexts. The PL attributes of self-expression and communication, and knowledge and understanding were significant predictors of educators’ self-efficacy in classroom management and teaching strategies, as well as their professional knowledge and attitudes. Practice or Policy: The findings suggest that ECE teachers’ training should consider aspects of their own PL to enable their self-efficacy and perceived competence for conducting physical activities in ECE settings and thereby promote the PL of young children.

The Effect of The Creative Drama Method on Pre-Service Physical Education Teachers' Classroom Management Self-Efficacy Beliefs and Communication Skills

The Effect of The Creative Drama Method on Pre-Service Physical Education Teachers' Classroom Management Self-Efficacy Beliefs and Communication Skills

Nurturing self-efficacy for culturally responsive teaching through online language immersion

PurposeThis study aims to examine the impact of an online language immersion program on the participants’ self-efficacy for culturally responsive teaching.Design/methodology/approachThe Culturally Responsive Teaching Self-Efficacy Scale (Siwatu, 2007), the Culturally Responsive Teaching Outcome Expectations Scale (Siwatu, 2007) and the Culturally Responsive Classroom Management Self-Efficacy Scale (Siwatu, et al., 2015) were used to examine the impact of the intervention using a pretest/posttest analysis. Participant reflections were also qualitatively coded to provide further insight into the program.FindingsThe intervention showed a statistically significant and positive change to participant’s self-efficacy in the areas of culturally responsive teaching and culturally responsive classroom management. Participants showed growth in outcome expectancy, but this change was not statistically significant.Practical implicationsEducators working with a high number of English learners (EL) can benefit from the intervention, which allows the educator to share in the language learning experience and gain a deeper understanding of the day-to-day challenges faced by their students.Originality/valueThis study represents the second attempt to document the impact of the BaseLang Grammarless program as a professional learning intervention for K-12 educators working in schools with a high rate of EL.

Teacher Outcomes with a School-Based Mindfulness Intervention during COVID-19

Teacher burnout is one of the primary drivers of turnover. Skills such as improved classroom management have been shown to mitigate teacher burnout. COVID-19 created classroom disruption and an unprecedented youth mental health crisis. This study examined the effectiveness of a school-based mindfulness training at improving classroom management self-efficacy and reducing teacher burnout during COVID-19. Elementary school personnel were invited to participate in two versions of Kidding Around Yoga training and to implement with their students. Pre- and post-tests were conducted at 4-6 months (n = 49) to measure individual items related to classroom management, teacher self-efficacy, perceptions of student engagement, and professional quality of life. There were significant differences at post for items related to teacher skills, knowledge, and self-efficacy, and perceptions of the student experience (specifically, student emotional regulation). There were no significant differences between baseline and post in any of the professional quality of life measures. Findings suggest that Kidding Around Yoga is promising as a universal intervention to improve teachers’ self-efficacy and skills, and their experience of the classroom. More information is needed to understand if the intervention would have long-term impact on teacher burnout and turnover.