Class- and subject teachers' self-efficacy and emotional stability and students' perceptions of the teacher-student relationship, classroom management, and classroom disruptions.

ABSTRACT:

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, teacher-student 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 seco

SUBMITTER: Wettstein A 

PROVIDER: S-EPMC8268445 | biostudies-literature | 2021 Jul

REPOSITORIES: biostudies-literature