How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis.
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Abstract
This study extends previous research on teachers’ self-efficacy by exploring 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 with teacher and student ratings of instructional quality (assessing cognitive activation, classroom management, and individual learning support for students), and 2-level cross-lagged structural equation analyses were conducted. Data were collected from 155 German secondary mathematics teachers and 3,483 Grade 9 students at 2 measurement points. Although cross-sectional correlations between self-efficacy beliefs and characteristics of instruction were…
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660
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- FWCI
- 28.12
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- 100%
- References
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3Topics & keywords
Topics
Keywords
- Psychology
- Self-efficacy
- Quality (philosophy)
- Mathematics education
- Developmental psychology
- Cognitive psychology
- Social psychology
UN Sustainable Development Goals
- Quality Education
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