Investigating teachers’ dyadic self-efficacy and its correlations to students’ perceptions of teacher efficacy and student well-being
Schwab, S., Lindner, K.-T., & Savolainen, H. (2022). Investigating teachers’ dyadic self-efficacy and its correlations to students’ perceptions of teacher efficacy and student well-being. Educational Psychology, 42(7), 820-837. https://doi.org/10.1080/01443410.2022.2094342
Published inEducational Psychology
© 2022 The Author(s).
Most studies, to date, have ignored variance in teachers’ self-efficacy (TSE) in relation to teaching individual students (i.e., student-specific self-efficacy). However, TSE and teacher efficacy differ among students. Thus, this study examines dyadic TSE in four domains and their correlations with students’ perceptions of teacher efficacy and student academic self-concept and well-being. Results of a paper–pencil survey involving 29 teachers and 469 students (39.9% girls, aged 10–17 years) from German secondary schools reveal a moderate overlap between dyadic TSE and students’ perceptions of teacher efficacy. Furthermore, they reveal variance in how teachers’ and students’ ratings are related.
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