Work

Teaching with confidence: How a skill-based intervention develops teacher self-efficacy and improves educational outcomes

Year: 2025

Type: article

Study designs: Randomized Controlled Trial, Clinical Trial

Abstract: This study investigated the causal impact of gains in teacher self-efficacy (TSE) on educational outcomes within a Social Cognitive Theory framework. In a 3-wave longitudinal randomized control trial with 91 secondary teachers in Korea, the experimental group received skill-based training (in autonomy-supportive teaching). As expected, the intervention significantly improved both autonomy-supportive teaching and TSE at mid-year. Structural equation modelling showed that the mid-year gains in TSE predicted subsequent gains in job satisfaction and student achievement. Findings suggest that gains in TSE lead to gains in valued teacher and student outcomes, though interpretations are cautious given sample size and contextual limitations.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2025.105202

Authors: Danling Huang, Johnmarshall Reeve, Hye-Ryen Jang, Herbert W. Marsh, Theresa Dicke, Sung Hyeon Cheon

Institutions: Australian Catholic University, University of Oxford, Korea University

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,380