Contextual Effects on the Self-perceived Efficacy of High School Teachers

TLDR

High‑school teacher self‑efficacy is context‑dependent, varying across a teacher’s classes and among teachers. Survey analysis reveals teachers feel most efficacious with high‑track students—particularly in math and science—and that preparation, grade level, and engagement explain intrateacher variation, while teachers who control key working conditions and work in collaborative environments report higher self‑efficacy.

Abstract

If the self-efficacy of high school teachers is situated rather than global, it ought to vary within teachers (across a teacher's several assigned classes), as well as among teachers. An analysis of survey data from academic teachers in 16 high schools confirmed the existence of substantial intrateacher variation and revealed that a teacher tends to feel most efficacious when teaching high-track students. This effect is most pronounced for math and science teachers and disappears when the level of student engagement is controlled. A teacher's level of preparation and the grade level of the class also predict intrateacher variation. An analysis of interteacher variation revealed that teachers who exercise control over key working conditions and work in highly collaborative environments have elevated self-efficacy.