Teaching Efficacy and Classroom Quality: The Role of Classroom Level Adversity

• In Event: Poster Session 06
  In Poster Session: PS 06 Topic - Education, Schooling

Abstract

High quality classroom environments are important foundations for student success, and teaching efficacy is consistently shown to be related to classroom quality (Guo et al., 2010). However, the extent to which this relation varies as a function of classroom level characteristics remains unknown. Given that the classroom is a dynamic setting in which teachers, students, and the environment all influence one another to promote or hinder high quality settings, classroom characteristics likely play a role in this relation (Bronfenbrenner, 2006). This study aims to examine the extent to which the relation between teaching efficacy and classroom quality varied as a function of a specific classroom level characteristic, classroom level adversity. This characteristic is a measure of classroom level stress, including factors such as student challenges with family-home life, inadequate nutrition, and child health. Findings from the present study will increase our understanding about how the classroom contextual load influences teaching processes and highlight the need for context-specific teacher supports.

Participating teachers (N = 26) taught grades K-3, were female, and the majority were Black/African American/Black (60%). Schools consisted predominantly of Black/African-American students (range by school = 94%-98%) from an urban community (free and reduced lunch range by school = 82%-96%).

Classroom quality was assessed by observations using the CLASS (Pianta et al., 2008). Teacher self-efficacy was measured with the Teachers’ Sense of Self-Efficacy Scale (TSES; Tschannen-Moran & Hoy, 2001.) Classroom level adversity was measured with the Problems Preparing Children for Academic Success Scale (National Center for Education Statistics, 1993). Using a five-point scale (1 = not a problem to 5 = serious problem), teachers responded to the prompt, “How much of a problem are the factors below in preparing your children to succeed academically?” Example factors include, home/family life, child health, inadequate nutrition, student mobility, and student tardiness/absenteeism.

We sequentially built six generalized linear models, beginning with three main effects models and then three interaction models, including classroom level adversity by the three subscales of teaching efficacy (Table 1). When predicting classroom organization quality, results revealed a significant instructional strategy efficacy X classroom level adversity effect (B = -1.62, p < .01). Simple slopes depicting associations between instructional strategy efficacy and classroom organization at the sample mean and 1 SD above and below for classroom level adversity revealed negative relations between instructional strategy efficacy and classroom organization at high (t(24) = -3.05, p <.01) and average levels (t(24) = -1.71, p = .10) of classroom adversity and a positive relation between instructional strategy efficacy and classroom organization at low levels (t(24) = .79, p = .44) of classroom adversity (Figure 1). Findings suggest classroom level adversity is an important contextual factor to consider when examining teaching practices and classroom experiences and that the ecological load of the classroom may be an important characteristic associated with teachers’ abilities to promote a high-quality classroom environment.

Authors

• Kristen Granger, Vanderbilt University
  Presenting Author

• Jason C Chow, University of Maryland - College Park
  Non-Presenting Author

• Michael Broda, Virginia Commonwealth University
  Non-Presenting Author

• Kevin Sutherland, Virginia Commonwealth University
  Non-Presenting Author