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

Maria S. Poulou, Linda A. Reddy, Christopher M. Dudek

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)25-48
Number of pages24
JournalSchool Psychology International
Volume40
Issue number1
DOIs
StatePublished - Feb 1 2019

All Science Journal Classification (ASJC) codes

  • Psychiatry and Mental health
  • Education
  • Developmental and Educational Psychology

Keywords

  • classroom management
  • classroom strategies assessment system
  • in-service teachers self-efficacy
  • teacher assessment

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