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

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

doi:10.1016/j.tate.2025.105202

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

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

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초록

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.

키워드

Teacher self-efficacy; Skill-based intervention; Longitudinal; Randomized control trial; Job satisfaction; Student achievement; STUDENTS ACADEMIC-ACHIEVEMENT; PROFESSIONAL-DEVELOPMENT; JOB-SATISFACTION; AUTONOMY SUPPORT; BELIEFS; ENGAGEMENT; DETERMINANTS; PREDICTORS; BENEFITS; BURNOUT

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

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

DOI: 10.1016/j.tate.2025.105202

발행일: 2025-12

유형: Article

저널명: Teaching and Teacher Education

권: 167