The influence of teachers’ self-efficacy on perceptions: Perceived teacher competence and respect and student effort and achievement

In the current study the authors examine how teachers' self-reported level of self-efficacy influences students' perceptions of two aspects of the instructional environment, perceived teaching competence and perceived teacher respect. The relationship of teacher self-efficacy to teachers&#...

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Bibliographic Details
Published in:Teaching and teacher education 2017-05, Vol.64, p.260-269
Main Authors: Miller, Angela D., Ramirez, Erin M., Murdock, Tamera B.
Format: Article
Language:English
Subjects:
Motivation
Multi-level model
Perceptions
Self-efficacy
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Summary:In the current study the authors examine how teachers' self-reported level of self-efficacy influences students' perceptions of two aspects of the instructional environment, perceived teaching competence and perceived teacher respect. The relationship of teacher self-efficacy to teachers' perceptions of their students' achievement and effort is also considered. Data were collected at two time points from 51 teachers and 427 students in high school mathematics and science classrooms. A series of multi-level models found that teaching self-efficacy and course level were significantly associated with students' perceived teacher competence and perceived teacher respect as well as teachers’ ratings of student characteristics. •Teacher and student perceptions are crucial to understanding classroom processes.•Teacher self-reported efficacy is related to student perceptions of teacher traits.•Teacher efficacy interacts with class difficulty to predict teachers' perceptions.•Higher efficacy teachers rate remedial students as increasing in effort.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2017.02.008