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



Publication Details
Authors:
Künsting, J.; Neuber, V.; Lipowsky, F.
Publication year:
2016
Journal:
European Journal of Psychology of Education
Pages range:
299-322
Volume number:
31
Issue number:
3
ISSN:
0256-2928

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.


Authors/Editors

Last updated on 2019-29-10 at 12:28