How teachers' self-efficacy is related to instructional quality: A longitudinal analysis.

Autor/inn/en	Holzberger, Doris; Philipp, Anja; Kunter, Mareike
Titel	How teachers' self-efficacy is related to instructional quality: A longitudinal analysis.
Quelle	In: Journal of educational psychology, 105 (2013) 3, S. 774-786Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/a0032198
Schlagwörter	Bildungsqualität; Einstellung (Psy); Selbstwirksamkeit; Sekundarbereich; Lehrer; Schüler; Effizienz
Abstract	Explored 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 (Lehrer-Selbstwirksamkeitsskala, WirkLehr) with teacher and student ratings of instructional quality (assessing cognitive activation, classroom management, and individual learning support for students), and two-level cross-lagged structural equation analyses were conducted. Data were collected from 155 German secondary mathematics teachers (aged 28-64 years) and 3,483 Grade 9 students (aged 13-18 years) at two measurement points. Results show that, 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. It is concluded that findings emphasize the importance of examining teachers' self-efficacy not only as a cause but also as a consequence of educational processes. Implications for future research are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2014/2