Maths, German, and English teachers’ student specific self-efficacy – is it a matter of students’ characteristics?

Autor(en): Susanne Schwab, Andrea Kulmhofer-Bommer, Lisa Hoffmann, Janka Goldan
Abstrakt: Over the last decades, teachers' self-efficacy beliefs have been widely investigated and defined as an overall construct. Recent studies indicate, however, that teachers' self-efficacy (TSE) beliefs vary depending on the individual student (so-called 'student-specific teacher self-efficacy', S-S TSE). Students' gender, their language background, their special educational needs (SEN) status or behaviour problems affect S-S TSE. This study analyses the S-S TSE of Maths, German and English teachers towards 507 secondary grade students from Germany. Results revealed that S-S TSE is higher on behaviour management than on instructional strategies, student engagement and emotional support. The overlap between the S-S TSE ratings of two teachers with different subjects towards the same student was rather moderate. Further findings show a high variance of S-S TSE on student-level which can be mainly explained by students' behavioural issues. Therefore, future research and practice should take individual students' characteristics into account when addressing TSE.
Organisation(en): Institut für Bildungswissenschaft, Institut für Lehrer*innenbildung
Externe Organisation(en): Bergische Universität Wuppertal, North-West University, Institut des Bundes für Qualitätssicherung im österreichischen Schulwesen
Journal: Educational Psychology
Band: 41
Seiten: 1224-1240
Anzahl der Seiten: 17
ISSN: 0144-3410
DOI: https://doi.org/10.1080/01443410.2021.1934405
Publikationsdatum: 08-2021
Peer-reviewed: Ja
ÖFOS 2012: 503034 Inklusive Pädagogik
Schlagwörter
ASJC Scopus Sachgebiete: Experimental and Cognitive Psychology, Education, Developmental and Educational Psychology
Sustainable Development Goals: SDG 4 – Hochwertige Bildung
Link zum Portal: https://ucrisportal.univie.ac.at/de/publications/2e045ea0-d3c3-4db7-bb22-099c68f430ab