The Meaning and Measure of Teacher Self-Efficacy for Effective Classroom Teaching Practices.

Abstract

A substantial body of research has established the importance of teacher self-efficacy (TSE) for teachers’ psychological well-being and general attitudes toward students. However, few studies conclusively link TSE with research-based practices for effective classroom teaching. Underlying this concern are two unresolved issues in TSE research: (a) conceptual ambiguity about the role of students in the teaching tasks upon which TSE beliefs are based, and (b) debate about the appropriate manner in which to measure TSE beliefs. This dissertation employs quantitative and qualitative methods to provide insight into these two important issues. The first study is a meta-analytic review of the relationship between TSE and three domains of effective classroom teaching synthesized from the literature: structured classroom management, supportive classroom climate, and cognitive activation. Included were potential moderators of this association related to the measurement of TSE (e.g., social cognitive theoretical orientation of measure, percent of items including a problem). Thirty-nine studies met inclusion criteria, which provided 133 effect sizes (Pearson r correlations) between TSE and observations of classroom teaching in any of the three domains. The overall effect size was small (r = .17), with a trend towards social cognitive measures having stronger effects. No moderators reached statistical significance at the .05 level. However, the inclusion of problems in the TSE measure was marginally greater (p = .06.)

The qualitative study used think aloud methodology to capture teachers’ spontaneous self-efficacy judgments in response to items of a commonly used social cognitive measure of TSE, the Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001). Responses from 23 secondary teachers in core academic subjects yielded multiple interpretations of survey items and, thus, multiple meanings of TSE beliefs. In addition, differences in meaning were observed among student, beginning, and experienced teachers. However, responses to problem-based TSE items were more consistent, representing beliefs in teacher capability to solve problems in the classroom through integration of knowledge of students with pedagogical knowledge. The discussion suggested ways in which a problem-based approached to measuring TSE could translate into practical implications for predicting teachers’ use of effective classroom teaching practices and their professional development.