Maths, German, and English Teachers' Student Specific Self-Efficacy -- Is It a Matter of Students' Characteristics?

Autor/inn/en	Schwab, Susanne; Kulmhofer-Bommer, Andrea; Hoffmann, Lisa; Goldan, Janka
Titel	Maths, German, and English Teachers' Student Specific Self-Efficacy -- Is It a Matter of Students' Characteristics?
Quelle	In: Educational Psychology, 41 (2021) 10, S.1224-1240 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schwab, Susanne) ORCID (Hoffmann, Lisa) ORCID (Goldan, Janka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2021.1934405
Schlagwörter	Secondary School Teachers; Self Efficacy; Mathematics Teachers; Language Teachers; German; English (Second Language); Student Characteristics; Secondary School Students; Foreign Countries; Special Needs Students; Behavior Problems; Student Behavior; Gender Differences; Teaching Methods; Learner Engagement; Classroom Techniques; Germany; Teachers Sense of Efficacy Scale; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; Deutscher; English as second language; English; Second Language; Englisch als Zweitsprache; Sekundarschüler; Ausland; Sonderpädagogischer Förderbedarf; Student behaviour; Schülerverhalten; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Deutschland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01