An international perspective on teacher self-efficacy: Personal, structural and environmental factors

This study makes a new contribution to the study of teacher self-efficacy (TSE) by investigating the relationship between teacher-, classroom-, schooland principal characteristics jointly and three domains of TSE: student engagement, instruction and classroom management using multilevel modelling. It uses the TALIS data-set by the OECD comprising 32 countries. The characteristics were found to be differently related to the three domains of TSE; most notably those concerning the classroom. This together with the results of structure equation models indicate that TSE is a multi-dimensional construct, which is relevant internationally. The findings are relevant to education researchers, policy makers and practitioners. (c) 2020 Elsevier Ltd. All rights reserved.

Automated summary

This study contributes to the understanding of teacher self-efficacy by investigating the relationship between various characteristics and three domains of TSE, showing that TSE is a multi-dimensional construct with international relevance. The findings are important for education researchers, policy makers, and practitioners.