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Social Psychology of Education

, Volume 20, Issue 2, pp 411–426 | Cite as

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

  • Ietje Veldman
  • Wilfried Admiraal
  • Tim Mainhard
  • Theo Wubbels
  • Jan van Tartwijk
Article

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.

Keywords

Teacher–student relationships Teachers’ interpersonal self-efficacy Measurement teachers’ interpersonal self-efficacy 

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Copyright information

© Springer Science+Business Media Dordrecht 2017

Authors and Affiliations

  1. 1.School of EducationAmsterdam University of Applied SciencesAmsterdamThe Netherlands
  2. 2.ICLON Leiden UniversityLeidenThe Netherlands
  3. 3.Faculty Social and Behaviour SciencesUniversity UtrechtUtrechtThe Netherlands

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