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Teachers’ self-efficacy: Associations with teacher and student characteristics and effects of the anger management intervention, the Mini-Diamond

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Results of t-tests for the associations
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Submitted   May 11, 2021
Published   Jul 16, 2021
Issue    Vol 2 No 2 (2021)
DOI   10.25082/AERE.2021.02.003

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Janni Niclasen
1. Frederikshøj skole og dagbehandling, Primulavej 2, 2720 Vanløse, Denmark; 2. Center for Clinical Research and Prevention, Bispebjerg and Frederiksberg Hospital, 2000 Frederiksberg, Denmark
Thea Toft Amholt corresponding author
Department of Sports Science and Blinical Biomechanics, University of Southern Denmark, 5000 Odense, Denmark
Rhonwyn Carter
Department of Communication and Psychology, University of Aalborg, 9000 Aalborg, Denmark
Jesper Dammeyer
Department of Psychology, University of Copenhagen, Øster Farimagsgade 2A, 1353 Copenhagen K, Denmark

Abstract

Teacher self-efficacy (TSE) is the term used for teachers’ beliefs about their capacity to positively influence students’ learning and social environment. How TSE influences incidences of teacher burnout and student academic achievement has been the focus of previous research. Studies investigating the associations between TSE and socio-demographic characteristics are sparse, and little is known about the possible effects of school-based interventions on TSE. In order to address these areas of research, the aims of this study were twofold. First, the study examined associations between TSE and a) teachers’ socio-demographic characteristics, and b) student’s school-related well-being. Secondly, we investigated the effect of a school-based angermanagement intervention, the Mini-Diamond, on TSE. Students from grades 0 to 2 and their teachers, from all schools in two Danish municipalities, participated in the study. Teachers completed two questionnaires, including the Danish version of the Teacher Self-Efficacy Scale and a questionnaire on socio-demographic characteristics. All students filled out a school well-being questionnaire. The questionnaires were completed prior to and after the intervention. Positive associations were found between TSE and teachers’ age, showing that the older the teacher, the higher the TSE. Furthermore, positive associations between TSE and years of experience, as well as TSE and students’ school connectedness, were found. No effects were found of the school intervention on TSE.

Keywords
teaching, school intervention, school well-being, Mini-Diamond intervention, Bandura teacher self-efficacy scale

Article Details

Supporting Agencies
This work was supported by TrygFonden under grant numbers 114629 and 121941.
How to Cite
Niclasen, J., Amholt, T., Carter, R., & Dammeyer, J. (2021). Teachers’ self-efficacy: Associations with teacher and student characteristics and effects of the anger management intervention, the Mini-Diamond. Advances in Educational Research and Evaluation, 2(2), 166-176. https://doi.org/10.25082/AERE.2021.02.003
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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