Teacher self-efficacy as a long-term predictor of instructional quality in the classroom

European Journal of Psychology of Education

Volumn 31, Issue 3, 2016, Pages 299-322

  Künsting, Josef ^a   Neuber, Victoria ^b   Lipowsky, Frank ^b  

^a UNIVERSITY OF REGENSBURG   (Germany)

^b UNIVERSITY OF KASSEL   (Germany)

Author keywords

Instructional quality; Longitudinal prediction; Mastery goal orientation; Measurement invariance; Mediation; Stability; Teacher self efficacy

Indexed keywords

EID: 84953322077     PISSN: 02562928     EISSN: 18785174     Source Type: Journal    
DOI: 10.1007/s10212-015-0272-7     Document Type: Article

References (96)

1. Adelman, H. S., & Taylor, L. (2005). Classroom climate. In S. W. Lee, P. A. Lowe, & E. Robinson (Eds.), Encyclopedia of school psychology (pp. 88–90). Thousand Oaks: Sage.
2. Akaike, H. (1987). Factor analysis and AIC. Psychometrika, 52, 317–332. doi:10.1007/BF02294359.
3. Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86–95. doi:10.1177/088840649401700203.
4. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271. doi:10.1037/0022-0663.84.3.261.
5. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80, 260–267. doi:10.1037/0022-0663.80.3.260.
6. Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.
7. Bakker, A. B., Hakanen, J. J., Demerouti, E., & Xanthopoulou, D. (2007). Job resources boost work engagement, particularly when job demands are high. Journal of Educational Psychology, 99, 274–284. doi:10.1037/0022-0663.99.2.274.
8. Bandalos, D. L., & Finney, S. J. (2001). Item parceling issues in structural equation modeling. In G. A. Marcoulides & R. E. Schumacker (Eds.), Advanced structural equation modeling: New developments and techniques (pp. 269–296). Mahwah: Lawrence Erlbaum.
9. Bandura, A. (1986). Social foundations of thought and action. A social cognitive theory. Englewood Cliffs: Prentice-Hall.
10. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
11. Baumert, J., Blum, W., Brunner, M., Dubberke, T., Jordan, A., Klusmann, U., et al. (2009). Professionswissen von Lehrkräften, kognitiv aktivierender Mathematikunterricht und die Entwicklung von mathematischer Kompetenz (COACTIV): Dokumentation der Erhebungsinstrumente [Professional knowledge of teachers, cognitively activating math lessons, and the development of mathematical competence (COACTIV): Documentation of the scales]. Berlin: Max-Planck-Institut für Bildungsforschung.
12. Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., et al. (2010). Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47, 133–180. doi:10.3102/0002831209345157.
13. Bollen, K. A., & Long, S. (Eds.). (1993). Testing structural equation models. Newbury Park: Sage Publications.
14. Bong, M. (2006). Asking the right question. How confident are you that you could successfully perform these tasks? In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 287–305). Greenwich: Information Age.
15. Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychological Review, 15, 1–40. doi:10.1023/A:1021302408382.
16. Borich, G. D. (2007). Effective teaching methods: Research-based practice (6th ed.). Upper Saddle River: Pearson Merrill Prentice Hall.
17. Brophy, J. E. (2000). Teaching. Brussels: International academy of education / International Bureau of Education (IAE).
18. Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239–253. doi:10.1016/S0742-051X(99)00057-8.
19. Butler, R. (2007). Teachers’ achievement goal orientations and associations with teachers’ help-seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99, 241–252. doi:10.1037/0022-0663.99.2.241.
20. Byrne, B. M., Shavelson, R. J., & Muthén, B. (1989). Testing for the equivalence of factor covariance and mean structures: The issue of partial measurement invariance. Psychological Bulletin, 105, 456–466.
21. Campbell, J., Kyriakidis, L., Muijs, D., & Robinson, W. (2004). Assessing teacher effectiveness: Developing a differentiated model. London: Routledge.
22. Carver, C., Scheier, M., & Segerstrom, S. (2010). Optimism. Clinical Psychology Review, 30, 879–889. doi:10.1016/j.cpr.2010.01.006.
23. Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14, 464–504. doi:10.1080/10705510701301834.
24. Chen, F. F., Sousa, K. H., & West, S. G. (2005). Testing measurement invariance of second-order factor models. Structural Equation Modeling, 12, 471–492.
25. Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233–255.
26. Cousins, J. B., & Walker, C. A. (2000). Predictors of educators’ valuing of systemic inquiry in schools. Canadian Journal of Program Evaluation (Special Issue), 25–52.
27. Creemers, B. P. M., & Kyriakides, L. (2008). The dynamics of educational effectiveness: A contribution to policy, practice and theory in contemporary schools. London and New York: Routledge.
28. Dicke, T., Parker, P. D., Marsh, H. W., Kunter, M., Schmeck, A., & Leutner, D. (2014). Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology, 106, 569–583. doi:10.1037/a0035504.
29. Ellis, P. D. (2010). The essential guide to effect sizes: An introduction to statistical power, meta-analysis, and the interpretation of research results. Cambridge University Press.
30. Enders, C. K. (2010). Applied missing data analysis. New York: Guilford Press.
31. Enders, C. K., & Bandalos, D. L. (2001). The relative performance of full information maximum likelihood estimation for missing data in structural equation models. Structural Equation Modeling, 8, 430–457. doi:10.1207/S15328007SEM0803_5.
32. Evans, E., & Tribble, M. (1986). Perceived teaching problems, self-efficacy, and commitment to teaching among preservice teachers. Journal of Educational Research, 80, 81–85.
33. Evertson, C. (1989). Classroom organization and management. In M. Reynolds (Ed.), Knowledge base for the beginning teacher (pp. 59–70). Toronto: Pergamon.
34. Fraser, B. J. (1994). Research on classroom and school climate. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 493–541). New York: Macmillan.
35. Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569–582. doi:10.1037/0022-0663.76.4.569.
36. Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4, 63–69. doi:10.1016/0742-051X(88)90025-X.
37. Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31, 627–643. doi:10.3102/00028312031003627.
38. Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495–513.
39. Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638–645. doi:10.1037/0022-0663.94.3.638.
40. Hattie, J. C. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. London & New York: Routledge.
41. Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression based approach. New York: The Guilford Press.
42. Henson, R. K. (2002). From adolescent angst to adulthood: Substantive implications and measurement dilemmas in the development of teacher efficacy research. Educational Psychologist, 37, 137–150. doi:10.1207/S15326985EP3703_1.
43. Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105, 774–786. doi:10.1037/a0032198.
44. Horn, J. L., & McArdle, J. J. (1992). A practical and theoretical guide to measurement invariance in aging research. Experimental Aging Research, 18, 117–144. doi:10.1080/03610739208253916.
45. Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. doi:10.1080/10705519909540118.
46. Klassen, R. M., Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23, 21–43. doi:10.1007/s10648-010-9141-8.
47. Klieme, E., Schümer, G., & Knoll, S. (2001). Mathematikunterricht in der Sekundarstufe I: Aufgabenkultur und Unterrichtsgestaltung. [Mathematics instruction at secondary level. Task culture and instructional design]. In Bundesministerium für Bildung und Forschung (BMBF) (Ed.), TIMSS-Impulse für Schule und Unterricht. Forschungsbefunde, Reforminitiativen, Praxisberichte und Video-Dokumente (pp. 43–57). Munich: Medienhaus Biering.
48. Klieme, E., Pauli, C., & Reusser, K. (2009). The Pythagoras study: Investigating effects of teaching and learning in Swiss and German mathematics classrooms. In T. Janik & T. Seidel (Eds.), The power of video studies in investigating teaching and learning in the classroom (pp. 137–160). Münster: Waxmann.
49. Kline, P. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: The Guilford Press.
50. Kounin, J. (1970). Discipline and group management in classrooms. New York: Holt, Rinehart, & Winston.
51. Kunter, M., & Baumert, J. (2006). Who is the expert? Construct and criteria validity of student and teacher ratings of instruction. Learning Environments Research, 9, 231–251. doi:10.1007/s10984-006-9015-7.
52. Lanahan, L., McGrath, D. J., McLaughlin, M., Burian-Fitzgerald, M., & Salganik, L. (2005). Fundamental problems in the measurement of instructional processes: Estimating reasonable effect sizes and conceptualizing what is important to measure. The American Institutes for Research website. http://www.air.org/files/AERA2005Fundamental_Problems11.pdf. Retrieved 2011.09.12.
53. Lipowsky, F. (2003). Wege von der Hochschule in den Beruf – Eine empirische Studie zum beruflichen Erfolg von Lehramtsabsolventen in der Berufseinstiegsphase. [Ways from the college into the job – An empirical study on occupational success of teaching profession degree holders during teacher career entry]. Bad Heilbrunn: Klinkhardt.
54. Lipowsky, F., Rakoczy, K., Drollinger-Vetter, B., Klieme, E., Reusser, K., & Pauli, C. (2009). Quality of geometry instruction and its short-term impact on students’ understanding of the Pythagorean Theorem. Learning and Instruction, 19, 527–537. doi:10.1016/j.learninstruc.2008.11.001.
55. MacKinnon, D. P. (2008). Introduction to statistical mediation analysis. Mahwah: Erlbaum.
56. Marsh, H. W., Lüdtke, O., Muthén, B., Asparouhov, T., Morin, A. J. S., Trautwein, U., & Nagengast, B. (2010). A new look at the big-five factor structure through exploratory structural equation modeling. Psychological Assessment, 22, 471–491. doi:10.1037/a0019227.
57. Meade, A. W., Johnson, E. C., & Braddy, P. W. (2008). Power and sensitivity of alternative fit indices in tests of measurement invariance. Journal of Applied Psychology, 93, 568–592. doi:10.1037/0021-9010.93.3.568.
58. Meredith, W. (1993). Measurement invariance, factor analysis, and factorial invariance. Psychometrika, 58, 525–543. doi:10.1007/BF02294825.
59. Midgley, C. (Ed.). (2002). Goals, goal structures, and patterns of adaptive learning. Mahwah: Erlbaum.
60. Morin, A. J. S., Marsh, H. W., & Nagengast, B. (2013). Exploratory structural equation modeling. In G. R. Hancock & R. O. Mueller (Eds.), Structural equation modeling: A second course (2nd ed., pp. 395–436). Charlotte: Information Age Publishing, Inc.
61. Mortimer, J. T., Finch, M. D., & Kumka, D. (1982). Persistence and change in development: The multidimensional self-concept. In P. B. Baltes & O. G. Brim (Eds.), Life-span development and behavior (Vol. 4, pp. 263–313). New York: Academic.
62. Muijs, D., & Reynolds, D. (2011). Effective teaching: Evidence and practice. London: Sage.
63. Muthén, L. K., & Muthén, B. O. (2012). Mplus user’s guide (7th ed.). Los Angeles: Muthén & Muthén.
64. Parkay, F., Greenwood, G., Olejnik, S., & Proller, N. (1988). A study of the relationships among teacher efficacy, locus of control, and stress. Journal of Research and Development in Education, 21, 13–22.
65. Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38, 109–119. doi:10.3102/0013189X09332374.
66. Preacher, K. J., & Hayes, A. F. (2008a). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879–891. doi:10.3758/BRM.40.3.879.
67. Preacher, K. J., & Hayes, A. F. (2008b). Contemporary approaches to assessing mediation in communication research. In A. F. Hayes, M. D. Slater, & L. B. Snyder (Eds.), The Sage sourcebook of advanced data analysis methods for communication research (pp. 13–54). Thousand Oaks: Sage Publications.
68. Raudenbush, S. W., Rowan, B., & Cheong, Y. F. (1992). Contextual effects on the self- perceived efficacy of high school teachers. Sociology of Education, 65, 150–167.
69. Retelsdorf, J., Butler, R., Streblow, L., & Schiefele, U. (2010). Teachers' goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout. Learning and Instruction, 20, 30–46. doi:10.1016/j.learninstruc.2009.01.001.
70. Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian Journal of Education, 17, 51–65. doi:10.3102/00346543068002202.
71. Ross, J. A., & Bruce, C. D. (2007). Professional development effects on teacher efficacy: Results of randomized field trial. Journal of Educational Research, 101, 50–60. doi:10.3200/JOER.101.1.50-60.
72. Scheier, M. F., Carver, C. S., & Bridges, M. W. (1994). Distinguishing optimism from neuroticism (and trait anxiety, self-mastery, and self-esteem): A reevaluation of the life orientation test. Journal of Personality and Social Psychology, 67, 1063–1078. doi:10.1037/0022-3514.67.6.1063.
73. Schmitz, G., & Schwarzer, R. (2000). Selbstwirksamkeitserwartung von Lehrern: Längsschnittbefunde mit einem neuen Instrument. [Self-efficacy of teachers: Longitudinal results with a new instrument]. Zeitschrift für Pädagogische Psychologie, 14, 12–25. doi:10.1024//1010-0652.14.1.12.
74. Schwarzer, R., & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: Mediation analyses. Applied Psychology: An International Review, 57, 152–171. doi:10.1111/j.1464-0597.2008.00359.
75. Schwarzer, R., Schmitz, G. S., & Daytner, G. T. (1999). The teacher self-efficacy scale. Available at: http://userpage.fu-berlin.de/~health/teacher_se.htm. (last retrieve Sept. 2015).
76. Seidel, T., & Shavelson, R. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77, 454–499. doi:10.3102/0034654307310317.
77. Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611–625. doi:10.1037/0022-0663.99.3.611.
78. Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26, 1059–1069. doi:10.1016/j.tate.2009.11.001.
79. Skaalvik, E. M., & Skaalvik, S. (2013). Teachers' perceptions of the school goal structure: Relations with teachers' goal orientations, work engagement, and job satisfaction. International Journal of Educational Research, 62, 199–209. doi:10.1016/j.ijer.2013.0 9.004.
80. Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114, 68–77. doi:10.2466/14.02.PR0.114k14w0.
81. Slavin, R. E. (2006). Educational psychology: Theory and practice. Boston: Allyn and Bacon.
82. Steenkamp, J.-B. E. M., & Baumgartner, H. (1998). Assessing measurement invariance in cross-national consumer research. Journal of Consumer Research, 25, 78–90. doi:10.1086/209528.
83. Stefanou, K. C., Perenceivich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 39, 97–110. doi:10.1207/s15326985ep3902_2.
84. Tschannen-Moran, M., & McMaster, P. (2009). Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy. The Elementary School Journal, 110, 228–245. doi:10.1086/605771.
85. Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944–956. doi:10.1016/j.tate.2006.05.003.
86. Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. doi:10.1016/S0742-051X(0 1)00036-1.
87. Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248. doi:10.3102/00346543068002202.
88. Turner, J. C., Cox, K. E., DiCintio, M., Meyer, D. K., Logan, C., & Thomas, C. (1998). Creating contexts for involvement in mathematics. Journal of Educational Psychology, 90, 730–745. doi:10.1037/0022-0663.90.4.730.
89. van Dick, R., Wagner, U., & Petzel, T. (1999). Arbeitsbelastung und gesundheitliche Beschwerden von Lehrerinnen und Lehrern: Einflüsse von Kontrollüberzeugungen, Mobbing und Sozialer Unterstützung. [Teachers‘ job strain und health disorders: Effects of control beliefs, bullying, and social support]. Psychologie in Erziehung und Unterricht, 46, 269–280.
90. Wheatley, K. F. (2005). The case for reconceptualizing teacher efficacy research. Teaching and Teacher Education, 21, 747–766. doi:10.1016/j.tate.2005.05.009.
91. Widaman, K. F., & Reise, S. P. (1997). Exploring the measurement invariance of psychological instruments: Applications in the substance use domain. In K. J. Bryant, M. Windle, & S. G. West (Eds.), The science of prevention: Methodological advances from alcohol and substance abuse research (pp. 281–324). Washington, DC: APA.
92. Wolters, C., & Daugherty, S. G. (2007). Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99, 181–193. doi:10.1037/0022-0663.99.1.181.
93. Woolfolk Hoy, A., & Burke-Spero, R. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, 343–356. doi:10.1016/j.tate.2005.01.007.
94. Woolfolk Hoy, A., & Davis, H. A. (2006). Teacher self-efficacy and its influence on the achievement of adolescents. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 117–138). Greenwich: Information Age Publishing.
95. Woolfolk Hoy, A., Hoy, W. K., & Kurz, N. M. (2008). Teacher’s academic optimism: The development and test of a new construct. Teaching and Teacher Education, 24, 821–835. doi:10.1016/j.tate.2007.08.004.
96. Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845–862. doi:10.3102/00028312031004845.