Managing Peer Relations: A New Dimension of Teacher Efficacy That Varies Between Elementary and Middle School Teachers and Is Associated With Classroom Quality

• In Event: Teacher-Student Interaction Patterns: Integrating Models of Instructional and Social Dynamics in the Classroom

Abstract

Changes in the classroom context and experiences with teachers are thought to be important to students’ adjustment to middle school (Eccles, 2004). In their large-scale study of changes in the classroom environment across the transition to middle school, Midgley and her colleagues found that the level of teacher efficacy differed greatly. Seventh grade math teachers reported lower levels of efficacy than did sixth grade math teachers in the same school districts (Midgley, Feldlaufer, & Eccles, 1988), and such differences mattered for student motivation (Feldlaufer, Midgley, & Eccles, 1989).

The goal of the present study is to better understand the nature of teacher efficacy, differences between elementary and middle school teachers’ efficacy and the implications for classroom quality. Midgley et al. (1988) used a global measure of teacher efficacy. In line with contemporary views that teacher efficacy is multi-faceted (Klassen et al., 2009; Tschannen-Moran & Hoy, 2001; Wolters & Daugherty, 2007), we examine teacher efficacy for instruction, student engagement and classroom management to allow insights into what aspects of teacher efficacy might be most vulnerable in middle school classrooms. Given the great changes that students’ peer relationships undergo during early adolescence, we examine an additional dimension: teacher efficacy for managing peer relationships. We examine if this forms a distinct dimension of teacher efficacy and if it poses a unique challenge for middle school teachers. We then examine if teacher efficacy is associated with observed classroom quality as measured by the CLASS (encompassing three domains: emotional supports, classroom organization and instructional supports).

Teachers (N= 53; 77% female and 90% European American) completed a teacher efficacy survey and were observed in the fall. Teachers represented all the 6th grade math and science teachers from six middle schools (n=27) and 5th grade teachers from twelve feeder elementary schools (n=26). Classrooms were observed using the CLASS (Pianta, La Paro & Hamre, 2008).

A Principal Axis Factor analysis indicated four factors which corresponded to the four hypothesized dimensions of teacher efficacy. Middle school teachers reported lower efficacy than elementary school teachers in regards to classroom management and managing peer relations. There was no difference in efficacy for instruction and student engagement. Certain dimensions of teacher efficacy were associated with observed dimensions of classroom quality. For example, teacher efficacy for classroom management was associated with observations of behavior management and productivity, and efficacy for managing peer relationships was associated with observations of regard for student perspectives. Teacher efficacy for instruction and engagement were not associated with any of the observed CLASS dimensions.

Collectively, our multi-faceted approach to teacher efficacy provided insights into the nature of teacher efficacy, grade-level differences and associations with classroom quality. Efficacy for managing peer relations is a distinct dimension of teacher efficacy. Efficacy for classroom management and managing peer relations, but not instruction and student engagement, were found to be lower for middle school compared to elementary school teachers. Attention to how best support teachers’ knowledge, strategies and confidence for classroom management and managing peer relations is needed, especially for middle school teachers.

Authors

• Allison M. Ryan, University of Michigan - Ann Arbor

• Colleen Kuusinen, University of Michigan

• Alexandra B. Skoog, University of Michigan