Teachers’ Self-efficacy Beliefs for Teaching Math: Relations with Teacher and Student Outcomes

Publication date: Available online 23 January 2020Source: Contemporary Educational PsychologyAuthor(s): Harsha N. Perera, Jennifer E. JohnAbstractSocial cognitive theory posits that teacher self-efficacy beliefs should be related to not only their own well-being outcomes but also classroom processes and student outcomes in the general ecology of the classroom environment. However, little research has directly examined the associations of teachers’ self-efficacy beliefs with these teacher and student-level outcomes simultaneously. The present study proposes and tests an integrative model of the relations of teachers’ self-efficacy for teaching math with their job satisfaction and student math achievement both directly and indirectly via interaction quality as a critical dimensions of the quality of classroom processes. Additionally, student level relational and motivational predictors of math achievement, including individual perceptions of student-teacher interaction quality and math self-concept, are included per the ecology of the classroom environment. Based on data from over 6000 4th grade students and 450 teachers, results of multilevel structural equation modeling revealed that teachers’ self-efficacy beliefs for teaching math were positively associated with teachers’ job satisfaction and class averages of math achievement and interaction quality. At the individual student level, individual levels of math self-concept were positively associated with math achieve...
Source: Contemporary Educational Psychology - Category: Child Development Source Type: research