Maths, German, and English teachers' student specific self-efficacy - is it a matter of students' characteristics?

• Published in: Educational psychology (Dorchester-on-Thames) Vol. 41; no. 10; pp. 1224 - 1240
• Main Authors: Schwab, Susanne, Kulmhofer-Bommer, Andrea, Hoffmann, Lisa, Goldan, Janka
• Format: Journal Article
• Language: English
• Published: Dorchester-on-Thames Routledge 26.11.2021; Taylor & Francis Ltd
• Subjects: Behavior Problems; Beliefs; Classroom Techniques; dyadic self-efficacy; Educational Methods; Educational Needs; Educational psychology; Educational Strategies; English (Second Language); English teachers; Foreign Countries; Gender Differences; German; Inclusive education; Language Teachers; Learner Engagement; Mathematics Teachers; Secondary School Students; Secondary School Teachers; secondary teacher; Self Efficacy; Special education; special needs; Special Needs Students; Student Behavior; Student Characteristics; Students; Teaching Methods; Germany
• ISSN: 0144-3410; 1469-5820; 1469-5820
• DOI: 10.1080/01443410.2021.1934405

Over the last decades, teachers' self-efficacy beliefs have been widely investigated and defined as an overall construct. Recent studies indicate, however, that teachers' self-efficacy (TSE) beliefs vary depending on the individual student (so-called 'student-specific teacher self-efficacy', S-S TSE). Students' gender, their language background, their special educational needs (SEN) status or behaviour problems affect S-S TSE. This study analyses the S-S TSE of Maths, German and English teachers towards 507 secondary grade students from Germany. Results revealed that S-S TSE is higher on behaviour management than on instructional strategies, student engagement and emotional support. The overlap between the S-S TSE ratings of two teachers with different subjects towards the same student was rather moderate. Further findings show a high variance of S-S TSE on student-level which can be mainly explained by students' behavioural issues. Therefore, future research and practice should take individual students' characteristics into account when addressing TSE.