The Impact of Perceived Teaching Quality on Self-Efficacy Change

• In Event: 26.064 - Diverse Approaches to Examining Teacher and Contextual Influences on Student Motivation and Learning

Abstract

Teaching quality is supposed to go along with a variety of positive student outcomes. It is viewed as multidimensional (classroom management, instructional support, emotional support) with different aspects influencing diverse outcomes (achievement, motivation, self-beliefs) differentially. Self-efficacy has not yet been subject to research in the context of teaching quality. The present study analyses the structure of ratings of teaching quality and its predictive power for change in self-efficacy with data from 65 seventh-grade mathematics classrooms longitudinally. Multilevel Confirmatory Factor Analysis shows that dimensions of teaching quality can be differentiated but aspects of these need to be separated further. Students’ change in self-efficacy on an individual and classroom level is predicted by some aspects. Implications for research and practice are discussed.

Authors

• Hanna Dorothea Ferdinand, IFS - TU Dortmund

• Thorben Huelmann, Technical University of Dortmund

• Nele McElvany, TU Dortmund University

• Miriam Marleen Gebauer, TU Dortmund University

• Olaf Koeller, Leibniz Institute for Science and Math Education

• Christian Schoeber, IPN - Leibniz Institute for Science and Mathematics Education