Classroom Management Efficacy Research Articles

Teacher self-efficacy and teaching quality: A three-wave longitudinal investigation.

Self-efficacy beliefs have cyclical nature as they enhance performance and performance, in turn, influences subsequent self-efficacy beliefs. Likewise, teacher self-efficacy is proposed to shape teaching quality which, in turn, informs future teacher self-efficacy beliefs. To examine these associations, longitudinal studies are needed but are still sparse. Therefore, the present research employed a three-wave longitudinal design to examine the predictive effects of teacher self-efficacy on teaching quality as well as the predictive effects of teaching quality on future teacher self-efficacy by using data from large samples of secondary school teachers (N = 1030) and their students (N = 17,381). Teachers self-reported their efficacy for student engagement, efficacy for instructional strategies and efficacy for classroom management whereas students rated the teaching quality (i.e., cognitive activation, classroom management, and student support) of their teachers. The results of the multilevel structural equation modelling showed that all three dimensions of teacher self-efficacy predicted teaching quality but teaching quality, in turn, predicted only teacher efficacy for student engagement. These results suggest that efforts in raising teacher self-efficacy may show fruitful in raising overall teaching effectiveness.

La inteligencia emocional del docente como predictor de la gestión del aula y de la eficacia de la disciplina

Research indicates that personal resources, such as emotional intelligence, play an important role in a teacher’s job performance. However, the relationship between emotional intelligence and classroom management/discipline efficacy has been much less studied. Thus, the main objective of this study was to analyze how teachers’ emotional intelligence influences their classroom management and discipline efficacy. A total of 772 teachers from Portuguese schools participated, completing measures of emotional intelligence and efficacy for classroom management and discipline. The results indicated, through the statistical technique of structural equation modeling, a positive association between teachers’ emotional intelligence and their efficacy for classroom management y discipline. Concluding on the need to implement a study plan that includes emotional intelligence in the initial and continuing teachers’ training.

A Structural Equation Modeling of the Impact of Teacher Self-Efficacy on Teachers' Teaching Practice in Saudi Arabia: Evidence from TALIS 2018

This paper intends to investigate the causal relationship between teachers' self-efficacy and teacher teaching practices in Saudi Arabia using Structural Equation Modeling (SEM) based on the public database of the Teaching and Learning International Survey (TALIS 2018). In this study, 2744 teachers responded to the survey, representing lower secondary in mainstream public and private schools in Saudi Arabia. Based on the literature review and the exploratory factor analysis presented in the TALIS 2018 technical report, three constructs represent teacher teaching practices including (clarity of instructional, cognitive activation, and classroom management practices). Teacher self-efficacy includes two constructs (classroom management efficacy and instruction efficacy). After applying structural equation modeling, the main finding indicates a positive influence of teacher self-efficacy on the clarity of instructional practices, cognitive activation practices, and classroom management practices.

Unveiling the black box: exploring teachers’ approaches to ethnic victimization incidents at school

Schools are crucial socialization contexts where civic norms and values such as appreciating diverse perspectives and embracing differences can be systematically transmitted to the next generations. This process, in turn, can foster the development of more inclusive societies. However, increasing polarized political climate poses a risk for the formation of harmonious interactions between youth of different ethnic origins in schools. Teachers are considered as crucial resources in addressing negative student interactions and helping victims in overcoming the consequences of their negative experiences. Nevertheless, our understanding of how teachers respond to ethnic victimization incidents is limited, along with the factors influencing their responses. To address this gap in knowledge, we examined the relative contributions of teachers’ general efficacy (i.e., managing disruptive behaviors in class) and diversity-related efficacy (i.e., addressing challenges of diversity) on their responses to ethnic victimization incidents. The sample consisted of head teachers of 8th grade students (N = 72; 56% females). The results showed that teachers adopt a diverse range of strategies to address incidents of ethnic victimization, with a primary focus on prioritizing the comfort of the victim as the foremost action. Further, we found that teachers’ efficacy in handling disruptive behaviors in class, as opposed to their efficacy in addressing diversity-related issues, explained their responses to victimization incidents. Specifically, teachers with a high sense of efficacy for classroom management were more likely to contact parents of both victims and perpetrators and to provide comfort to the victim. These findings highlight the necessity of supporting teachers to enhance their efficacy in classroom management, and in turn to address potential challenges in diverse school settings more effectively.

Self-Efficacy and Commitment Among Music Student Teachers

Abstract The purpose of this study was to investigate the network of relationships among sources of self-efficacy, teaching efficacy (comprising music teaching efficacy and classroom management efficacy), and commitment to teaching among music student teachers. A secondary purpose was to examine how participants described influences on their teaching efficacy and commitment through open-ended responses. Participants were music student teachers (N=125) from universities across the United States. Results revealed that student teachers at the elementary level felt significantly more efficacious than those teaching at the secondary level. In the context of this study, verbal/social persuasion explained the most amount of variation among music teaching efficacy, while physiological state explained the most amount of variation in classroom management efficacy. These findings vary from previous research that has pointed to mastery experiences as the most impactful source of self-efficacy. Path analyses indicated that those with relatively stronger feelings of music teaching efficacy also tended to have stronger feelings of commitment to the music teaching profession as well as an increased sense of classroom management efficacy. Open-ended responses indicated that participants felt verbal/social persuasions were the most impactful on their sense of confidence as a teacher, while past music teachers were the most common influence on student teachers’ sense of professional commitment.

Promoting well-being: Investigating self-efficacy and academic burnout among trainee teachers

IntroductionBurnout is a widespread problem with far-reaching implications for mental health. Recent studies on working conditions in Morocco have drawn attention to the increasing prevalence of psychosocial hazards, notably stress and burnout, in various professions. The emergence of burnout is mainly determined by the intricate interplay of organizational, environmental, and individual factors. In education, the teaching profession is susceptible to various burnout symptoms. Educators can mitigate this syndrome by maintaining a positive outlook driven by a strong sense of self-efficacy.ObjectivesThis study investigated the correlation between academic burnout syndrome and personal resources, specifically a sense of efficacy.MethodsA cross-sectional survey of 160 Moroccan trainee teachers, with an average age of 27.94±5.44 years, was conducted. Data were collected through a self-administered questionnaire that included the Maslach Burnout Inventory-Student Survey (MBI-SS) and Teachers’ Sense of Efficacy Scale (TSES). The MBI-SS evaluated academic burnout across three dimensions: emotional exhaustion, cynicism, and academic efficacy, whereas the TSES examined efficacy for classroom management, student engagement, and instructional strategies. The questionnaires were translated into Arabic and validated for use in the Moroccan context.ResultsThe findings revealed a moderate and statistically significant correlation between efficacy for classroom management and the two components of efficacy related to instructional strategies (r=0.32; p<0.001) and student engagement (r=0.49; p<0.001). Additionally, a significant and positive correlation was observed between instructional strategies’ efficacy and the efficacy for student engagement (r=0.23; p<0.01). A moderate and significant correlation was found between emotional exhaustion and cynicism (r=0.45; p<0.001), whereas academic efficacy and cynicism were negatively and significantly correlated (r=-0.13; p<0.05). It is worth noting that the key component of academic burnout, “emotional exhaustion,” was significantly related to academic efficacy (r=-0.58; p<0.001). Additionally, Pearson’s correlation test demonstrated a positive and statistically significant correlation between emotional exhaustion and efficacy for student engagement (r=0.14; p<0.05). Furthermore, the correlation between academic burnout and self-efficacy showed a negative and statistically significant association (r=-0.13; p<0.05).ConclusionsTrainee teachers face a range of stressors that affect their well-being. By focusing on personal traits, well-being can be improved and burnout mitigated. This study highlights the key role of self-efficacy as a critical resource in preventing academic burnout, particularly among teachers at the start of their careers.Disclosure of InterestNone Declared

The dimensionality of L2 teacher self-regulation strategies and its interactions with teacher self-efficacy: Exploratory structural equation modeling

Teacher self-regulation plays a critical role in effective teaching and professional success. It is not only deemed to be a path to professional development but also a prerequisite to cultivating students' self-regulatory capacity. However, our understanding of in-service second/foreign language (L2) teachers' self-regulation strategies is insufficient. This study aimed to address gaps in the literature by exploring the factorial structure of self-regulation strategies for teaching among L2 teachers in China. Grounded in sociocognitive theory, we proposed a multidimensional structure of self-regulation strategies for teaching and made methodological innovations by using rigorous statistical methods including exploratory structural equation modeling (ESEM) and bifactor ESEM to measure the construct-relevant multidimensionality of teacher self-regulation strategies. The study collected data from a sample of 242 in-service L2 teachers across 18 universities in various regions of China. Model comparisons confirmed the ESEM model with the best fit, accounting for 12 specific teaching strategies (i.e., organization, elaboration, critical thinking, goal setting, self-evaluation, self-monitoring, motivational self-talk, emotional regulation, interest enhancement, collective teacher commitment, seeking help and resources, and time and environment management). These specific teaching strategies with moderate correlations confirmed the multidimensional structure of teacher self-regulation entailing cognition, metacognition, motivation, and social behavior. In addition, L2 teachers’ self-regulation strategies were closely connected to their sense of efficacy in classroom management, student engagement, and instructional strategies, supporting the criterion validity.

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.

University teachers’ well-being in ICT-enhanced teaching: The roles of teacher self-efficacy and teaching support

In the context of information and communication technology (ICT)-enhanced teaching, teacher well-being plays a crucial role in promoting teaching effectiveness and students’ learning achievement. Drawing on the interactionist model of teacher well-being, this study investigated university teachers’ well-being (e.g., emotional exhaustion and teacher engagement) in ICT-enhanced teaching and its associations with their self-efficacy (e.g., classroom management, instructional strategy and course design) and teaching support (e.g., autonomy support, teaching resources and peer support). The results of an online questionnaire survey conducted among 836 university teachers in China indicated that the enhanced integration of ICT into teaching practices neither impaired teacher engagement nor caused them significant emotional exhaustion. Instead, adequate teaching resources and autonomy support contributed positively to both teacher self-efficacy and engagement. Increased efficacy in course design and classroom management alleviated their emotional exhaustion. Moreover, teacher self-efficacy significantly mediated the effects of autonomy support on emotional exhaustion and teacher engagement. These results have practical implications for understanding and promoting university teachers’ well-being as well as teaching effectiveness in ICT-enhanced teaching environments. Implications for practice or policy Administrators may consider providing adequate resources geared towards enhancing university teachers’ confidence and engagement in ICT-enhanced teaching. Administrators may avoid introducing excessive and burdensome initiatives to university teachers to prevent teacher emotional exhaustion. University teachers may be granted significant autonomy in selecting their preferred teaching platforms, methods and materials to meet their specific needs and preferences in ICT-enhanced teaching.

Does primary school teachers’ perceived efficacy in classroom management/discipline predict their perceptions of inclusive education?

ABSTRACT The purpose of this research was to investigate the relationships between Greek teachers’ perceived efficacy in classroom behavior management/discipline and their perceptions of inclusive education. Over three hundred of primary school teachers filled in the ‘Sentiments, Attitudes and Concerns about Inclusive Education Revised, SACIE-R’ & ‘Teacher Efficacy in Classroom Management and Discipline’ scales. Participants’ overall perceptions of inclusive education were found to be significantly associated with their self-efficacy in teaching, as well as their belief that they could overcome the potentially adverse effects of external influences on their students. The implications of the findings are discussed in terms of teacher professional development programs.

Level of Teachers' Training in Inclusive Education and Their Sense of Efficacy

The study examined the training level of teachers in inclusive education and their sense of efficacy. The research involved 120 randomly selected teacher-respondents from public elementary schools in Talisay District, Division of Batangas, Philippines. The descriptive-quantitative approach was used, with a validated survey questionnaire for data gathering. The result showed that most respondents were females above the age of 41, with over 21 years of experience teaching at the elementary level, a master's degree, and special education training. The level of teacher training was low, but their sense of efficacy in student engagement, instructional strategies, and classroom management was very high. The respondents' sense of efficacy in instructional strategies differed significantly based on age and years of teaching at the elementary level. However, there was no significant difference in student engagement and classroom management in terms of gender, educational attainment, and training in special education. There was a significant relationship between the levels of efficacy in student engagement and training in inclusive education. The study recommends that school district leaders prioritize training programs focusing on inclusive educational practices, specifically concerning student engagement. Teachers can enhance their effectiveness in inclusive education by seeking professional development opportunities, collaborating with colleagues, reflecting on and adapting instructional approaches, embracing diversity, staying informed about research and best practices, and utilizing resources like special education professionals and instructional mentors. Future research should focus on the efficacy of teacher preparation programs and inclusive education-focused interventions.

Development and Validation of Teachers' Classroom Management Questionnaire (TCMQ)

This research paper aims to outline the development and validation process of the Teachers' Classroom Management Questionnaire (TCMQ), a new psychometric tool designed to measure and evaluate teachers' classroom management skills. The instrument has undergone rigorous testing for its reliability and validity, thus demonstrating its efficacy as an evaluative measure for pedagogical efficacy in classroom management. The preliminary draft of the tool was developed, which consisted of twenty-five (25) items on the five (5) points Likert Scale, which was pilot-tested on three hundred ten (310) public secondary school teachers working in the school education department. Statistical software PLS Smart version 4 was used for the data analysis, validity, reliability, and model fit. CVR of each item was calculated by using the XLStats version 2019. The Teachers' Classroom Management Questionnaire (TCMQ) was developed and validated, exhibiting robust psychometric properties. It may serve as a valuable tool for systematically evaluating classroom management skills in teachers and offers promising avenues for future research and pedagogical interventions. The study findings may help secondary school teachers revisit their classroom management components. This study may open new doors to conduct research for future researchers. The final report elucidates the methodology, findings, and implications for educational research and pedagogical practice. Researchers may use this tool to get data on Classroom Management by using it.

The effect of Universal Teacher–Child Interaction Training on Hispanic teachers’ sense of self-efficacy in early childhood education and care settings

Disparities exist in the availability of high-quality early childhood education and care settings (ECEC) across communities within the United States. Teachers have an imperative role in fostering children’s socioemotional development; however, when the classroom climate deteriorates due to disruptive behavior, meeting these emotional and learning needs becomes more difficult. Dealing with challenging behaviors can lead to emotional exhaustion which is directly linked to a decrease in teacher sense of efficacy. Teacher–Child Interaction Training-Universal (TCIT-U) targets teachers’ skills to provide quality interactions and decrease child behavior problems. Despite evidence that teacher sense of self-efficacy can inhibit negative teaching practices, a lack of research has explored this construct as related to TCIT-U. The current study is a randomized, wait-list control study measuring the change of teachers’ sense of self-efficacy after participating in TCIT-U, and the first known of its kind. The study included mostly Hispanic (96.4%) teachers (N = 84) of ECEC programs across 13 unique sites serving 900 children ages 2–5 years from low-income, urban areas. Results from inferential statistics and hierarchical linear regression tests demonstrated TCIT-U as an effective intervention to improve teachers’ sense of efficacy in classroom management, instructional strategies, and student engagement. In addition, this study contributes to the effectiveness of TCIT-U as an in-service training which targets teacher communication skills for teachers with diverse backgrounds in ECEC settings with mostly dual language learners.

Testing the factor structure of the teacher efficacy scale for in-service teachers

In recent years, the factor structure of the teacher efficacy scale for in-service teachers has been validated and the significant impacts of the teacher efficacy on both teachers' outcomes (organizational commitment and job satisfaction) and students' outcomes (academic achievement and motivation) have been documented in different contexts of education. However, the present literature shows that there has been relatively little research on this field in the system of Vietnamese education. Therefore, the current study investigates the factor structure of the 24-item Vietnamese translation of the teachers’ sense of efficacy scale (TSES) for 397 in-service high school teachers. Factorial analysis revealed an adequate fit for the original TSES's three-factor structure, which included efficacy for instructional techniques, efficacy for classroom management and efficacy for student involvement. Cronbach's alpha coefficients showed good internal consistency for the overall scale and three subscales. The findings support the use of the TSES to measure teachers' efficacy in the context of Vietnam's educational system. Future research on teacher efficacy with subject expertise in Vietnamese schools should include teachers from primary, secondary and even tertiary universities. Keywords: Classroom management, factor structure, in-service teachers, instructional techniques, student involvement, teacher efficacy.

Examining the factor structure of the teachers’ sense of efficacy scale in the Vietnamese educational context

In recent years, research has focused on the factor structure of the Teacher Sense of Efficacy Scale (TSES), and the significant effects of teachers’ self-efficacy on both teachers’ outcomes (teachers’ performance, enjoyment of teaching, and commitment to teach), and students’ outcomes (student learning achievements, motivation, and own sense of efficacy. However, current literature shows that very limited research on the factor structure of the TSES for teachers has been conducted in the Vietnamese educational context. Thus, this study explored the factor structure of the 12-item TSES for a group of 395 in-service teachers from 24 high schools in Vietnam. Both exploratory factor analysis and confirmatory factor analysis were performed to explore the possible factor structure of the TSES and confirm the latent structural validity of the TSES model. The results of factorial analysis indicated that the three-factor structure of the original TSES, which included efficacy for instructional practices, efficacy for classroom management, and efficacy for student engagement, was appropriate for high school teachers in Vietnam. The reliability of each of the three sub-scales and the whole scale was satisfactory. The findings suggested that the application of TSES was suitable for Vietnamese in-service teachers to assess their self-efficacy. The study recommended that future studies should examine the factor structure of the TSES for a group of pre-service teachers in Vietnam to compare the experience levels of efficacy beliefs between pre-service and in-service teachers.

Teacher Sense of Efficacy and Capturing the Initial Transition to Remote Instruction

Schools abruptly ended face-to-face instruction in March 2020 and transitioned to emergency remote teaching due to the COVID-19 pandemic. We surveyed teachers across the United States between March and April 2020 to understand their experiences during this time in our history ( n = 249). Linear regression analysis was used to examine relationships that existed between teacher-level, school-level, and learning modality-related variables and teacher self-efficacy. Teachers in Title 1 schools reported lower levels of efficacy. Elementary teachers, as well as those that initially relied on instructional packets during the transition to remote instruction reported significantly lower levels of efficacy for classroom management.

Class Management in Growing Early Children's Religious Development

This study aimed to analyze classroom management's implications on the spiritual development of early childhood. The method used in this research is the library research method. Research analysis by collecting data from previous research and managing all information and theories relevant to the research study from several sources such as books and journals. The result of this study is that classroom management gives teachers sufficient time to build classroom management practices, some with intensive coaching and feedback. It is essential because coaching can increase classroom management's efficacy, which is linked to the child's growth, and the proper guidance in school leads to moral and academic excellence. Well managed in the classroom, it creates space for positive student behavior, academic excellence, and the formation of a religious character.

Investigating teachers' experience and self-efficacy beliefs across gender in implementing the new standards-based curriculum in Ghana

The introduction of the new standards-based curriculum in Ghana required teachers to make adjustments, including teaching routines. Despite the challenges encountered in the introduction of this new curriculum, its passage was successful. Previous studies have revealed mixed reactions from teachers and how their experiences affect their efficacy during the implementation stage. This study examined whether teachers' experiences and self-efficacy beliefs influenced the implementation of the new curriculum reforms across gender in Ghana. The cluster sampling technique was used to survey 693 basic school teachers who responded to a questionnaire. Descriptive and regression-based inferential statistics were used to analyze the data. A preliminary assessment showed that teachers exhibited a moderate-to-high level of teaching efficacy in student engagement, instructional strategy, and classroom management. Furthermore, the study also revealed that teaching experience was positively related to efficacy. However, gender significantly moderated the relationship between teaching experience and teachers' efficacy in student engagement as well as teaching experience and efficacy in student engagement. Findings imply that even though teachers may be more likely to plan and deliver pedagogical content and carry out instructional activities, their sense of efficacy in managing their classroom is questionable. Emphasizing teaching experience in improving their efficacy in curriculum implementation is key, especially among female teachers. Programs or capacity-building training workshops that seek to improve teachers' ability to manage the classroom environment should be organized regularly to promote effective curriculum implementation.

Boys can be managed: schools’ student composition and teacher efficacy, a multilevel approach

ABSTRACT Considerable research concerning determinants of teacher efficacy focuses on teachers’ individual characteristics. School characteristics, such as the socioeconomic and gender composition of the school, are largely overlooked. The scant research including schools’ student composition suggests that teachers feel less efficacious when teaching boys with a low socioeconomic status (SES). A multilevel analysis, using data from 1247 teachers in 59 Flemish secondary schools, shows that teachers’ feelings of efficacy do not appear to differ very much between schools, although many studies assumed that the greater part of variance in teacher efficacy could be found between schools. The socioeconomic composition of the school does not affect teacher efficacy. Gender composition, however, does influence teacher efficacy, as teachers display more efficacy in classroom management and experience more general efficacy when teaching mostly boys. The unexpected finding that teachers seem to feel more efficacious in classroom management when teaching mostly boys is discussed.

Sense of Efficacy and Psychological Distress among Primary School Teachers in Kinta Utara District, Perak, Malaysia

Background: The Malaysian education system is moving from predominantly examination oriented to a more holistic continuous approach. Keeping up with paradigm change may cause psychological distress to teachers. Teachers’ sense of efficacy (TSE) is beneficial in coping with psychological distress in keeping up with such changes. This article discusses the prevalence of psychological distress among primary school teachers, its correlation with the level of sense of efficacy and associated sociodemographic factors. Methods: A cross-sectional study was conducted among 294 primary school teachers randomly chosen from ten schools in Kinta Utara District, Perak, Malaysia. Three questionnaires were used, namely sociodemographic profile, TSE Scale (TSES), and Depression Anxiety Stress Scale-21. Statistical analysis was performed using SPSS Statistical software version 26. Results: The mean scores of TSES were: TSE 7.1 (standard deviation [SD] 0.9), efficacy in classroom management (CME) 7.3 (SD 1.0), efficacy in instructional strategies (ISEs) 7.1 (SD 0.9) and efficacy in student engagement 7.0 (SD 1.0). This study showed the prevalence of depression, anxiety, and stress among teachers at 22.1%, 44.6%, and 17.0%, respectively. Multiple logistic regression analysis indicated that depression was negatively correlated with ISEs, while stress and anxiety were negatively correlated with CME. Conclusion: This study revealed that teachers with lower self-efficacy are more likely to experience psychological distress. It is important to improve teacher efficacy, especially in classroom management and instructional strategies, besides providing intervention for any mental health issues.