Relation of teacher self-efficacy and classroom practices: A preliminary investigation

By M. Poulou, Linda A. Reddy, C. Dudek. School Psychology International, 2018

140 citations recorded by the source corpus.

Teachers’ perceptions of self-efficacy are one of the few individual characteristics that predict teacher practice. There is limited research linking teachers’ perceptions of self-efficacy and actual classroom practices. The study examined teacher’ perceptions of self-efficacy and actual instructional and behavior management practices using the Classroom strategies assessment system (CSAS), a multidimensional validated observation system. Fifty-eight Greek teachers completed the Teacher sense of efficacy scale (TSES) and were observed using the CSAS by independent observers. Significant differences between teachers’ self-reported self-efficacy and observers’ ratings were found in the domain of instructional strategies. Implications for research, professional development and school psychological practice are discussed.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/976e1c69b2d929975bbd3511cacb9dcf44863d77