RT Journal Article
T1 Teacher Self-Efficacy, Instructional Practice, and Student Outcomes: Evidence from the TALIS Video Study
A1 Jerrim, John
A1 Prieto-Latorre, Claudia
A1 Marcenaro-Gutiérrez, Óscar David
A1 Shure, Nikki
K1 Profesores - Formación profesional
AB In this paper we use novel data to test the direct and indirect paths between teacher self-efficacy and student outcomes. This includes how teacher self-efficacy is linked to student, teacher, and expert rater views of lesson quality. Our results illustrate how the link between teacher self-efficacy and instructional quality is sensitive to how lesson quality is measured, with large effects when based upon teacher reported outcomes, but no association based upon the ratings of expert observers. Virtually no relationship is found between teacher self-efficacy and student outcomes. We thus conclude that while there is probably some positive association between teacher self-efficacy and the quality of their instruction, the strength of this relationship is relatively weak.
PB Sage Journals
YR 2024
FD 2024-12-23
LK https://hdl.handle.net/10630/37507
UL https://hdl.handle.net/10630/37507
LA eng
NO Jerrim, J., Prieto-Latorre, C., Marcenaro-Gutierrez, O. D., & Shure, N. (2024). Teacher Self-Efficacy, Instructional Practice, and Student Outcomes: Evidence from the TALIS Video Study. American Educational Research Journal, 00028312241300265.
NO This work has been supported in part by the Andalusian Regional Government (SEJ-645) and Fundación Ramón Areces.
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 21 ene 2026