Classroom Management Training: Interdependencies Between Prospective Teachers' Self-Efficacy, Classroom Management Knowledge, and Perceived Stress

• In Event: Innovations in Teaching, Classroom Management, Learning Environments, and Culturally Responsive Communities

Abstract

In a video-based training, teacher students learned about classroom management (CM). CM knowledge and self-efficacy in CM were tested before and after the training. Two months later, participants rated their perceived stress in a school internship semester. Results reveal that participants’ change in self-efficacy in CM during the training moderated the effect of CM knowledge on perceived stress. The study underlines the importance of teachers’ self-efficacy for a health-preserving impact of CM knowledge. It strengthens the importance of self-efficacy in CM to enable a positive impact of CM knowledge on teachers’ perceived stress and, resulting therefrom, teachers’ wellbeing.

Authors

• Julia Boente, University of Duisburg-Essen

• Gerlinde Lenske, University of Koblenz-Landau

• Theresa Dicke, Australian Catholic University

• Detlev Leutner, University of Duisburg-Essen