Olli-Pekka Malinen from Helsinki research community of special educational needs (SEN), together with co-authors Vesa Närhi (University of Jyväskylä), Hannu Savolainen (University of Eastern Finland), published 31 May 2024 a research article “The effect of teacher self-efficacy in behaviour management on classroom behavioural climate: a longitudinal multilevel cross-lagged analysis” in the Educational Psychology journal.
The study examined the relationship between teacher self-efficacy and classroom behavioral climate with questionnaire responses from 1110 students and 75 class teachers. A long-standing assumption has been that teacher self-efficacy, which refers to teachers’ beliefs regarding their capability to perform well in teaching-related tasks, affects students classroom behavior. However, empirical evidence for this assumption has been elusive. The newly-published article by Malinen and his co-authors is one of the first studies to show with empirical data, that connection between teacher self-efficacy and and classroom behavioral climate seems to indeed exist.
Reference:
Malinen, O. P., Närhi, V., & Savolainen, H. (2024). The effect of teacher self-efficacy in behaviour management on classroom behavioural climate: a longitudinal multilevel cross-lagged analysis. Educational Psychology, 1–21. https://doi.org/10.1080/01443410.2024.2359672