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Teacher Efficacy in Classroom Management and Discipline

University of Texas at Austin

Julia Hickman

University of Texas at Austin

A scale for measuring teacher efficacy in classroom management and discipline is presented, along with results from a factor analysis of intercorrelations of items from the scale and items from two other teacher efficacy scales. Data sources included 119 preservice teacher education students and 42 student teachers. Results are presented indicating that classroom management/discipline efficacy is distinct from other types of teacher efficacy, and that the subscales have acceptable internal consistency and test-retest reliability. The data also indicate that efficacy beliefs predict preferences for certain strategies to deal with problems presented in vignettes; however, no relationships were found between self efficacy scores of student teachers and ratings of teaching performance made by university supervisors.

Educational and Psychological Measurement, Vol. 51, No. 3, 755-765 (1991)
DOI: 10.1177/0013164491513027


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