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Different Levels of Context-Specificity of Teacher Self-Efficacy and Their Relations With Teaching Quality
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1007/978-3-030-75150-0_7openalex-snapshot
Student Ratings of Teaching Quality Dimensions: Empirical Findings and Future Directions
inferredcites →https://doi.org/10.1007/s10212-015-0272-7openalex-snapshot
Teacher self-efficacy as a long-term predictor of instructional quality in the classroom
inferredcites →https://doi.org/10.1007/s10648-010-9141-8openalex-snapshot
Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise?
inferredcites →https://doi.org/10.1007/s10648-021-09614-9openalex-snapshot
Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review
inferredcites →https://doi.org/10.1007/s11092-020-09328-6openalex-snapshot
Do student ratings provide reliable and valid information about teaching quality at the school level? Evaluating measures of science teaching in PISA 2015
inferredcites →https://doi.org/10.1007/s11858-018-0918-4openalex-snapshot
Generic dimensions of teaching quality: the German framework of Three Basic Dimensions
inferredcites →https://doi.org/10.1007/s11858-018-0946-0openalex-snapshot
Classroom observation frameworks for studying instructional quality: looking back and looking forward
inferredcites →https://doi.org/10.1016/0742-051x(95)00046-mopenalex-snapshot
Within-teacher predictors of teacher efficacy
inferredcites →https://doi.org/10.1016/j.cedpsych.2008.08.001openalex-snapshot
Exploring the validity of a teachers’ self-efficacy scale in five countries
inferredcites →https://doi.org/10.1016/j.cedpsych.2015.01.002openalex-snapshot
Managing peer relations: A dimension of teacher self-efficacy that varies between elementary and middle school teachers and is associated with observed classroom quality
inferredcites →https://doi.org/10.1016/j.cedpsych.2015.06.005openalex-snapshot
Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation
inferredcites →https://doi.org/10.1016/j.cedpsych.2018.09.006openalex-snapshot
How different levels of conceptualization and measurement affect the relationship between teacher self-efficacy and students’ academic achievement
inferredcites →https://doi.org/10.1016/j.cedpsych.2020.101842openalex-snapshot
Teachers’ self-efficacy beliefs for teaching math: Relations with teacher and student outcomes
inferredcites →https://doi.org/10.1016/j.edurev.2014.06.001openalex-snapshot
Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis
inferredcites →https://doi.org/10.1016/j.edurev.2015.02.001openalex-snapshot
Self-efficacy as a predictor of commitment to the teaching profession: A meta-analysis
inferredcites →https://doi.org/10.1016/j.jbusres.2012.02.023openalex-snapshot
Is two-tailed testing for directional research hypotheses tests legitimate?
inferredcites →https://doi.org/10.1016/j.jsp.2006.09.001openalex-snapshot
Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level
inferredcites →https://doi.org/10.1016/j.jsp.2015.12.003openalex-snapshot
Inter- and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration
inferredcites →https://doi.org/10.1016/j.learninstruc.2008.06.008openalex-snapshot
Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction
inferredcites →https://doi.org/10.1016/j.learninstruc.2008.11.001openalex-snapshot
Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean Theorem
inferredcites →https://doi.org/10.1016/j.learninstruc.2013.12.002openalex-snapshot
One lesson is all you need? Stability of instructional quality across lessons
inferredcites →https://doi.org/10.1016/j.learninstruc.2019.101302openalex-snapshot
Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling
inferredcites →https://doi.org/10.1016/j.learninstruc.2020.101303openalex-snapshot
Obtaining secondary students’ perceptions of instructional quality: Two-level structure and measurement invariance
inferredcites →https://doi.org/10.1016/j.learninstruc.2020.101346openalex-snapshot
Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career
inferredcites →https://doi.org/10.1016/j.learninstruc.2020.101435openalex-snapshot
Teacher self-efficacy and enthusiasm: Relations to changes in student-perceived teaching quality at the beginning of secondary education
inferredcites →https://doi.org/10.1016/j.learninstruc.2020.101441openalex-snapshot
Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement
inferredcites →https://doi.org/10.1016/j.learninstruc.2021.101514openalex-snapshot
Teachers’ motivational profiles and their longitudinal associations with teaching quality
inferredcites →https://doi.org/10.1016/j.stueduc.2021.101092openalex-snapshot
Working more collaboratively to better understand teaching and its quality: Challenges faced and possible solutions
inferredcites →https://doi.org/10.1016/j.tate.2006.05.003openalex-snapshot
The differential antecedents of self-efficacy beliefs of novice and experienced teachers
inferredcites →https://doi.org/10.1016/j.tate.2007.02.010openalex-snapshot
Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self
inferredcites →https://doi.org/10.1016/j.tate.2016.03.002openalex-snapshot
Teachers' self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects
inferredcites →https://doi.org/10.1016/j.tate.2017.03.023openalex-snapshot
Longitudinal relations between teaching-related motivations and student-reported teaching quality
inferredcites →https://doi.org/10.1016/j.tate.2019.102882openalex-snapshot
The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality
inferredcites →https://doi.org/10.1016/s0742-051x(01)00036-1openalex-snapshot
Teacher efficacy: capturing an elusive construct
inferredcites →https://doi.org/10.1037/0022-0663.76.4.569openalex-snapshot
Teacher efficacy: A construct validation.
inferredcites →https://doi.org/10.1037/0022-0663.99.3.611openalex-snapshot
Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout.
inferredcites →https://doi.org/10.1037/a0012869openalex-snapshot
The multilevel latent covariate model: A new, more reliable approach to group-level effects in contextual studies.
inferredcites →https://doi.org/10.1037/a0019237openalex-snapshot
Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress.
inferredcites →https://doi.org/10.1037/a0032138openalex-snapshot
Reliability estimation in a multilevel confirmatory factor analysis framework.
inferredcites →https://doi.org/10.1037/a0032198openalex-snapshot
How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis.
inferredcites →https://doi.org/10.1037/edu0000236openalex-snapshot
Students’ idiosyncratic perceptions of teaching quality in mathematics: A result of rater tendency alone or an expression of dyadic effects between students and teachers?
inferredcites →https://doi.org/10.1037/edu0000416openalex-snapshot
Don’t blame the teacher? The need to account for classroom characteristics in evaluations of teaching quality.
inferredcites →https://doi.org/10.1080/00461520.2021.1991355openalex-snapshot
Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes
inferredcites →https://doi.org/10.1086/665816openalex-snapshot
The Effects of Teacher Qualification, Teacher Self-Efficacy, and Classroom Practices on Fifth Graders' Literacy Outcomes
inferredcites →https://doi.org/10.1108/978-1-60752-837-120251015openalex-snapshot
Toward an Emotion Nuanced Sensemaking Perspective of Organizational Consultation
inferredcites →https://doi.org/10.1111/j.2041-210x.2010.00014.xopenalex-snapshot
When should we use one‐tailed hypothesis testing?
inferredcites →https://doi.org/10.1136/gpsych-2019-100069openalex-snapshot
Post hoc power analysis: is it an informative and meaningful analysis?
inferredcites →https://doi.org/10.2307/2112680openalex-snapshot
Contextual Effects on the Self-perceived Efficacy of High School Teachers
inferredcites →https://doi.org/10.3102/00346543066004543openalex-snapshot
Self-Efficacy Beliefs in Academic Settings
inferredcites →https://doi.org/10.3102/00346543068002202openalex-snapshot
Teacher Efficacy: Its Meaning and Measure
inferredcites →https://doi.org/10.3102/0034654307310317openalex-snapshot
Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results
inferredcites →https://doi.org/10.3102/0034654315626801openalex-snapshot
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being
inferredcites →https://doi.org/10.31234/osf.io/j93a2openalex-snapshot
Improving the Utility of Non-Significant Results for Educational Research
inferredcites →https://doi.org/10.3262/zpb2001173openalex-snapshot
Commentary Regarding the Section “The Role of Different Perspectives on the Measurement of Teaching Quality”
inferredcites →https://doi.org/10.5167/uzh-29452openalex-snapshot
The Pythagoras Study. Investigating effects of teaching and learning in Swiss and German mathematics classrooms
inferredcites →https://doi.org/10.5334/e2019aopenalex-snapshot
Appreciating the Significance of Non-significant Findings in Psychology
inferredcites →https://doi.org/10.5860/choice.35-1826openalex-snapshot
Self-efficacy: the exercise of control
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Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Am I the Same Teacher in Every Classroom? A Multilevel Analysis of Secondary School Teachers’ Self-Efficacy Across Different Classes
inferred← citeshttps://doi.org/10.1007/s10758-025-09895-xopenalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11218-026-10239-5openalex-snapshot
Exploring the context-specificity of teacher self-efficacy: a multilevel analysis of class characteristics in secondary schools
inferred← citeshttps://doi.org/10.1016/bs.adms.2025.02.001openalex-snapshot
Searching for the silver bullet: Motivation theories in the classroom
inferred← citeshttps://doi.org/10.1016/j.edurev.2023.100552openalex-snapshot
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inferred← citeshttps://doi.org/10.1016/j.edurev.2026.100765openalex-snapshot
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inferred← citeshttps://doi.org/10.1016/j.lindif.2025.102802openalex-snapshot
The role of teacher characteristics for instructional quality: A meta-analysis
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inferred← citeshttps://doi.org/10.1016/j.tate.2026.105438openalex-snapshot
Effects of multicultural professional development and English learner percentage on STEM teachers’ instructional quality: A path analysis of the mediating role of teacher self-efficacy in multicultural classrooms
inferred← citeshttps://doi.org/10.1016/j.tate.2026.105477openalex-snapshot
When “past” meets “present”: Effects of preservice teachers’ initial career choices and current plans on teaching values, self-efficacy, and person-vocation fit
inferred← citeshttps://doi.org/10.1016/j.tsc.2025.101943openalex-snapshot
Fostering critical thinking skills among EFL learners in higher education - A systematic review
inferred← citeshttps://doi.org/10.1024/1010-0652/a000396openalex-snapshot
Teachers’ professional beliefs made a difference for instructional quality in distance learning during the COVID-19 pandemic
inferred← citeshttps://doi.org/10.1063/5.0201146openalex-snapshot
PCK self-efficacy of early and final level students (pre-service teachers): Is there a difference?
inferred← citeshttps://doi.org/10.1080/00313831.2025.2468182openalex-snapshot
Teacher well-being in change: a quantitative analysis of schoolteachers’ approaches to teaching and their teaching-related well-being during rapid shift in their work environment
inferred← citeshttps://doi.org/10.1080/02619768.2024.2311708openalex-snapshot
Providing opportunities and experiences to support student teacher self-efficacy: the case for teaching as inquiry
inferred← citeshttps://doi.org/10.1080/10494820.2025.2556810openalex-snapshot
Improving the quality of AI-supported K–12 teaching: the effects of teachers’ AI-TPACK and self-efficacy
inferred← citeshttps://doi.org/10.1080/13603116.2025.2532627openalex-snapshot
Polish and Indian teachers’ self-efficacy and attitudes towards inclusion of children and youth with disabilities in regular classrooms
inferred← citeshttps://doi.org/10.1080/15564886.2025.2597358openalex-snapshot
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inferred← citeshttps://doi.org/10.1111/bjep.12642openalex-snapshot
Teachers' proactive behaviour: Interactions with job characteristics and professional competence in a longitudinal study
inferred← citeshttps://doi.org/10.1111/ejed.70641openalex-snapshot
Teachers' Performance and Turnover Intentions: The Roles of Work Overload, Autonomy, and Professional Self‐Efficacy Based on the JD ‐R Theory
inferred← citeshttps://doi.org/10.1111/ijal.70373openalex-snapshot
What Contributes to Self‐Efficacy in Speaking Chinese as a Foreign Language: A Social Cognitive Perspective
inferred← citeshttps://doi.org/10.1177/20569971261465020openalex-snapshot
The path of pain and Pilgrim’s Progress : A perspective on the teacher’s journey
inferred← citeshttps://doi.org/10.1186/s40359-025-03177-yopenalex-snapshot
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Exploring self-efficacy among teachers in schools: a systematic review of global evidence (2019–2025)
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