Wettstein, Alexander; Ramseier, Erich; Scherzinger, Marion (2021). Class- and subject teachers’ self-efficacy and emotional stability and students’ perceptions of the teacher-student relationship, classroom management, and classroom disruptions. BMC Psychology, 9 (103), pp. 1-12. 10.1186/s40359-021-00606-6
Text
s40359-021-00606-6.pdf - Published Version Available under License Creative Commons: Attribution (CC-BY). Download (1MB) |
Background: Teacher self-efficacy and emotional stability are considered crucial resources for coping with classroom demands. We examined how class and subject teachers’ self-efficacy beliefs and emotional stability are related to teachers’ and students’ perceptions of the teacher–student relationship, classroom management, and classroom disruptions.
Methods: In a sample of eighty-two swiss german 5th and 6th grade classes, 1290 students, their class teacher (N = 82), and a selected subject teacher (N = 82) filled out a questionnaire assessing classroom disruptions, teacherstudent relationships, and classroom management. In a first step, we conducted t-tests on whether class teachers and subject teachers differ in their self-efficacy beliefs and emotional stability. In a second step, we explored by correlation analyses the relations between teacher self-efficacy in classroom management and emotional stability and the teachers’ and students’ perceptions of classroom disruptions, teacher–student relationships, and classroom management. In a third step, we examined by stepwise multiple regression analyses to what extent psychological variables predict teacher perceptions after controlling for students’ ratings, representing rather “objective” classroom features.
Results: In class teachers, high self-rated emotional stability and self-efficacy are associated with a more positive appraisal of teacher–student relationships and classroom management skills (compared with student ratings). By contrast, in subject teachers, high self-efficacy beliefs are associated with a more favorable perception of classroom disruptions, teacher–student relationships, and classroom management, from both the teachers’ and students’ perspectives.
Conclusions: The results of the present study show a distinctive pattern for class teachers and subject teachers. In class teachers, high self-rated emotional stability and self-efficacy are associated with a more positive evaluation (compared to student ratings) of the teacher–student relationship and classroom management skills but not teacher perceptions of student misbehavior. On the contrary, subject teachers’ firm self-efficacy beliefs are associated with more favorable perceptions of classroom characteristics, both from the teachers’ and students’ perspectives.
Item Type: |
Journal Article (Original Article) |
---|---|
PHBern Contributor: |
Wettstein, Alexander, Ramseier, Erich, Scherzinger, Marion |
Projects: |
[13 w 001 01] Die Wahrnehmung sozialer Interaktionen im Unterricht Official URL |
Language: |
English |
Submitter: |
Jessica Brunner |
Date Deposited: |
26 Jul 2022 11:53 |
Last Modified: |
04 Apr 2023 16:07 |
Publisher DOI: |
10.1186/s40359-021-00606-6 |
Uncontrolled Keywords: |
Classroom discipline, Classroom management, Emotional stability, Interpersonal perception, Self-efcacy, Teacher–student relationship |
PHBern DOI: |
10.57694/755 |
URI: |
https://phrepo.phbern.ch/id/eprint/755 |