2026-06-02T21:42:45Zhttps://riuma.uma.es/rest/oai/requestoai:riuma.uma.es:10630/375072026-02-03T11:29:23Zcom_10630_2254col_10630_37953
RIUMA. Repositorio Institucional de la Universidad de Málaga
author
Jerrim, John
author
Prieto-Latorre, Claudia
author
Marcenaro-Gutiérrez, Óscar David
author
Shure, Nikki
2025-01-31T10:38:46Z
2025-01-31T10:38:46Z
2024-12-23
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.
https://hdl.handle.net/10630/37507
10.3102/00028312241300265
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.
eng
Atribución 4.0 Internacional
Profesores - Formación profesional
Teacher Self-Efficacy, Instructional Practice, and Student Outcomes: Evidence from the TALIS Video Study
journal article
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URL
https://riuma.uma.es/bitstreams/60a1ced5-daba-4a33-81e3-b8aeba9d7d96/download
File
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969ccc8b8b123d9862ddfb8ac86e1484
367392
application/pdf
jerrim-et-al-2024-teacher-self-efficacy-instructional-practice-and-student-outcomes-evidence-from-the-talis-video-study.pdf