How Teachers’ Self-Efficacy and Self-Directed Learning Beliefs Shape Their Teaching Quality: A Network Analysis

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Abstract

This study investigates the underexplored dimensional interrelationships among teachers’ self-directed learning (SDL) beliefs, self-efficacy, and teaching quality. Using questionnaire data from 531 middle school teachers and their students in Shanghai, China, network analysis examined these complex relationships. Findings revealed strong connections between SDL beliefs and self-efficacy, but weaker links to teaching quality. Notably, teacher self-efficacy in student engagement critically bridged SDL beliefs and teaching quality. These results inform programs aimed at enhancing teachers’ psychological resources and instructional effectiveness.

Author

• Xin Zhang, Zhejiang University of Finance & Economics