Managing peer relations: A dimension of teacher self-efficacy that varies between elementary and middle school teachers and is associated with observed classroom quality

Ryan, Allison M.; Kuusinen, Colleen M.; Bedoya-Skoog, Alexandra K.

doi:10.1016/j.cedpsych.2015.01.002

Cited by 90 publications

(73 citation statements)

References 51 publications

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“…Indeed, students report declining perceptions of peer support following the transition to high school (De Wit et al 2011). It is notable that middle school teachers report lower self-efficacy for managing their students’ peer relationships relative to elementary school teachers (Ryan et al 2015). Potentially, the emphasis on content instruction in the training of middle and high school teachers (Villegas-Reimers 2003) may leave teachers without the tools to attend to students’ peer experiences in their classroom, as well as foster beliefs among teachers that curriculum is the predominant way to improve achievement in this age group.…”

Section: Discussionmentioning

confidence: 99%

Perceptions of Relatedness with Classroom Peers Promote Adolescents’ Behavioral Engagement and Achievement in Secondary School

Mikami

Ruzek

Hafen

et al. 2017

J Youth Adolescence

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Secondary school is a vulnerable time where stagnation or declines in classroom behavioral engagement occur for many students, and peer relationships take on a heightened significance. We examined the implications of adolescents’ perceptions of relatedness with classroom peers for their academic learning. Participants were 1084 adolescents (53% female) in 65 middle and high school classrooms. Multilevel cross-lagged path analyses found that adolescents’ perceived relatedness with classroom peers subsequently predicted their increased self-reported behavioral engagement in that classroom from fall to winter and again from winter to spring. Higher engagement in spring predicted higher end of year objective achievement test scores after statistical control of prior year test scores. Implications are discussed for increasing classroom peer relatedness to enhance adolescents’ achievement.

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Section: Discussionmentioning

confidence: 99%

Perceptions of Relatedness with Classroom Peers Promote Adolescents’ Behavioral Engagement and Achievement in Secondary School

Mikami

Ruzek

Hafen

et al. 2017

J Youth Adolescence

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“…This can be interpreted by the developmental characteristics of high school students that have implications on their relationships with teachers. Developmental changes that occur in adolescence can create difficulties for teachers to control students' behavior (Ryan, Kuusinen, & Bedoya-Skoog, 2015). In addition, we found that subject teachers in secondary and high schools exhibit higher levels of instructional control in comparison with classroom teachers.…”

Section: Discussionmentioning

confidence: 69%

Assessing the psychometric properties of the behavior and instructional management scale: A study on a sample of Serbian teachers

Ninković

Knežević-Florić

2020

Psihologija

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The Behavior and Instructional Management Scale (BIMS) was developed to assess the bidimensional construct of classroom management. The purpose of this study was to evaluate the factor structure and psychometric properties of the BIMS using Serbian teachers. Confirmatory factor analysis was conducted on the data collected from a sample of 660 teachers, with results supporting a two-factor model of the BIMS. Both subscales of the BIMS demonstrated adequate internal consistency. Furthermore, results indicated that the two-factor model of the scale has good convergent validity. In conclusion, the BIMS can be recommended to researchers interested in measuring teacher classroom management in Serbia.

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“…As research further suggests, the grade level that teachers teach also seems to have an impact on TSE. For instance, a study conducted by Ryan, Kuusinen and Bedoya-Skoog (2015) examines different domains of TSE in primary and middle school teachers, reporting lower SE for classroom management in the latter sample. As regards to teachers' former education background, authors such as Raudenbush, Rowan and Cheong (1992) suggest that teaching courses that match one's field of expertise represent a significant predictor of TSE.…”

Section: Profession-related Characteristics and Its Effect On Tsementioning

confidence: 99%

Correlation between Self-Efficacy Perception and Teaching Performance: The Case of Mexican Preschool and Primary School Teachers

Journal¹,

Cocca²,

Cocca³

et al. 2018

Preprint

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Self-efficacy (SE) is a key factor of the teaching-learning process success. While literature on SE and its dimensions is rich in the field of education, still there is a lack of studies aiming to explore teachers’ SE in contrast with their actual teaching skills and their characteristics. For this reason, this study aims to respond to the following research questions: are there differences between perceived SE and actual teaching performance in preschool and primary school teachers? Which sources of SE can be considered as significant predictors of teachers’ SE? This work employs a quantitative approach based on the observational method. Teacher Sense of Efficacy Scale and classroom observation frameworks were used to collect data from a sample of 24 teachers. Results show that there are high inconsistencies between self-judgments and actual teaching performance (p > .05). Experienced and medium experienced teachers show higher scores than novice teachers in several dimensions of SE (p < .05). However, teachers’ educational background is not significantly correlated with their SE (p > .05). Resource support is found as the only significant predictor of SE in our sample of teachers (p < .001; p2 = .733). Our research suggests that teachers may have a distorted perception of their in-class performance, which could drive to lower quality of the teaching-learning process. Therefore, in the future, professional training programs should focus on promoting a more realistic understanding and awareness of teachers’ actions in the classroom as the first step of any intervention aiming to increase teaching quality.

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Managing peer relations: A dimension of teacher self-efficacy that varies between elementary and middle school teachers and is associated with observed classroom quality

Cited by 90 publications

References 51 publications

Perceptions of Relatedness with Classroom Peers Promote Adolescents’ Behavioral Engagement and Achievement in Secondary School

Perceptions of Relatedness with Classroom Peers Promote Adolescents’ Behavioral Engagement and Achievement in Secondary School

Assessing the psychometric properties of the behavior and instructional management scale: A study on a sample of Serbian teachers

Correlation between Self-Efficacy Perception and Teaching Performance: The Case of Mexican Preschool and Primary School Teachers

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