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Measuring teachers’ interpersonal self-efficacy: relationship with realized interpersonal aspirations, classroom management efficacy and age

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Abstract

In this study, we present the development and validation of an instrument for measuring teachers’ interpersonal self-efficacy: the Questionnaire on Teacher Interaction-Self-Efficacy (QTI-SE). We used the Questionnaire on Teacher Interaction as a basis to construct items. Current scales on teacher self-efficacy in classroom management cover interpersonal self-efficacy mostly indirect or they specifically focus on the efficacy to convey relatively high levels of teacher agency (e.g., the teacher’s ability to maintain or restore classroom discipline). The QTI-SE is an instrument measuring teachers’ interpersonal self-efficacy more comprehensively and in a reliable and valid way.

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Authors and Affiliations

  1. School of Education, Amsterdam University of Applied Sciences, Wibautstraat 2-4, 1091GM, Amsterdam, The Netherlands

    Ietje Veldman

  2. ICLON Leiden University, Wassenaarseweg 62a, 2333AL, Leiden, The Netherlands

    Wilfried Admiraal

  3. Faculty Social and Behaviour Sciences, University Utrecht, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands

    Tim Mainhard, Theo Wubbels & Jan van Tartwijk

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  1. Ietje Veldman
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  2. Wilfried Admiraal
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  4. Theo Wubbels
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  5. Jan van Tartwijk
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Correspondence to Ietje Veldman.

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Veldman, I., Admiraal, W., Mainhard, T. et al. Measuring teachers’ interpersonal self-efficacy: relationship with realized interpersonal aspirations, classroom management efficacy and age. Soc Psychol Educ 20, 411–426 (2017). https://doi.org/10.1007/s11218-017-9374-1

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  • DOI: https://doi.org/10.1007/s11218-017-9374-1

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