TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Watt, Helen M. G.
A1  - Richardson, Paul W.
T1  - Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career
JF  - Learning and instruction
N2  - Teacher self-efficacy for classroom management is an important component of teachers' identity with implications for their teaching quality. Theoretically, it has been described that contextual variables play an important role for self-efficacy development and its consequences. However, little is known about the interrelationships of job resources and demands with teacher self-efficacy, and consequences for teachers' professional behaviors. We extend teacher self-efficacy research by drawing on the Job Demands-Resources model in examining contextual influences on developmental dynamics between classroom management self-efficacy and teacher-reported classroom management, from prior to qualifying as a teacher until mid-career. Participants were 395 primary and secondary Australian school teachers. Longitudinal structural equation models showed teachers' classroom management self-efficacy positively related to aspects of their perceived classroom management, particularly during early career. Between early and mid-career, the positive relationship between self-efficacy and classroom management was moderated by early career excessive demands. Implications are outlined for teacher education and school administration.
KW  - teacher self-efficacy for classroom management
KW  - longitudinal
KW  - perceived classroom management
KW  - job demands-resources model
Y1  - 2019
U6  - https://doi.org/10.1016/j.learninstruc.2020.101346
SN  - 0959-4752
SN  - 1873-3263
VL  - 69
PB  - Elsevier Science
CY  - Amsterdam [u.a.]
ER  -