Projects per year
Teacher self-efficacy for classroom management is an important component of teachers' identity with implications for their teaching quality. Theoretically, it has been described that contextual variables play an important role for self-efficacy development and its consequences. However, little is known about the interrelationships of job resources and demands with teacher self-efficacy, and consequences for teachers' professional behaviors. We extend teacher self-efficacy research by drawing on the Job Demands-Resources model in examining contextual influences on developmental dynamics between classroom management self-efficacy and teacher-reported classroom management, from prior to qualifying as a teacher until mid-career. Participants were 395 primary and secondary Australian school teachers. Longitudinal structural equation models showed teachers’ classroom management self-efficacy positively related to aspects of their perceived classroom management, particularly during early career. Between early and mid-career, the positive relationship between self-efficacy and classroom management was moderated by early career excessive demands. Implications are outlined for teacher education and school administration.
|Number of pages
|Learning and Instruction
|Published - Oct 2020
- Job demands-resources model
- Perceived classroom management
- Teacher self-efficacy for classroom management
- 3 Finished
Pathways to work engagement, wellbeing and positive teaching among mid-career teachers: The role of personal and workplace resources
Richardson, P. & Watt, H.
1/01/14 → 6/12/18
Watt, H. & Richardson, P.
5/01/09 → 15/04/14
Motivations for choosing teaching as a career and development in the profession: A multicohort longitudinal study of beginning teachers
Richardson, P., Watt, H. & Eccles, J.
1/06/06 → 31/12/09