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Teacher-Leader, Teacher-Teacher, and Teacher-Student Relationships: Which Makes a Difference in Teacher Self-Efficacy in US Middle Schools
Abstract
It is known through previous research, that increased teacher self-efficacy has strong impacts on teacher retention and student achievement. The purpose of this study was to examine to what extent teacher’s in-school relationships have an effect on teacher self-efficacy. More specifically, this study, examined the influencing paths between the three teacher’s in-school relationships (teacher-leader, teacher-teacher, and teacher-student relationship) had on the three teacher self-efficacy outcomes in the areas of classroom management, instruction, and student engagement. The data that was used in this study was pulled from the public OECD 2013 Teaching and Learning International Survey (TALIS) database. The survey sample consisted of 1,926 teachers from 122 lower secondary schools and was derived from the United States teacher survey. A structural equation model (SEM) was applied to quantitatively investigate the direct and indirect effects of in-school relationships on teacher self-efficacy. The results indicate that both teacher-teacher and teacher-student relationships have direct effects on teacher self-efficacy, while teacher-leader relationships only have indirect effects on teacher self-efficacy through teacher-teacher and teacher-student relationships. These findings can help encourage school leaders and policy makers to develop and support programs and policies that will foster positive in-school relationships to increase teacher self-efficacy.
Subject Area
Educational leadership|Middle School education|Educational sociology
Recommended Citation
Lukesh, Amanda R, "Teacher-Leader, Teacher-Teacher, and Teacher-Student Relationships: Which Makes a Difference in Teacher Self-Efficacy in US Middle Schools" (2022). ETD collection for University of Nebraska-Lincoln. AAI29168484.
https://digitalcommons.unl.edu/dissertations/AAI29168484