Publication: Different levels of context-specificity of teacher self-efficacy and their relations with teaching quality
Different levels of context-specificity of teacher self-efficacy and their relations with teaching quality
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Thommen, D., Grob, U., Lauermann, F., Klassen, R. M., & Praetorius, A.-K. (2022). Different levels of context-specificity of teacher self-efficacy and their relations with teaching quality. Frontiers in Psychology, 13, 857526. https://doi.org/10.3389/fpsyg.2022.857526
Abstract
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On the basis of Bandura’s social cognitive theory, researchers often assume that a teachers’ self-efficacy (TSE) will have a positive effect on teaching quality. However, the available empirical evidence is mixed. Building on previous research into TSE, we examined whether assessing class-/task-specific TSE gives a more accurate indication of the associations between TSE assessments and student-rated teaching quality. The analyses were based on the English sample of the Teaching and Learning International Survey (TALIS) Video Study. M
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- Thommen, Désirée
- Grob, Urs
- Lauermann, Fani
- Klassen, Robert M
- Praetorius, Anna-Katharina
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Thommen, D., Grob, U., Lauermann, F., Klassen, R. M., & Praetorius, A.-K. (2022). Different levels of context-specificity of teacher self-efficacy and their relations with teaching quality. Frontiers in Psychology, 13, 857526. https://doi.org/10.3389/fpsyg.2022.857526
