The Illusion of Perspective: Examining the dynamic between teacher effectiveness and self-efficacy

Looker, Ben ORCID: https://orcid.org/0000-0001-9999-2545, Kington, Alison ORCID: https://orcid.org/0000-0001-5619-2353, Hibbert-Mayne, Kimberley ORCID: https://orcid.org/0000-0002-8758-2351, Blackmore, Karen ORCID: https://orcid.org/0000-0002-0266-6311 and Buckler, Scott (2023) The Illusion of Perspective: Examining the dynamic between teacher effectiveness and self-efficacy. In: Effective Teaching around the World: Theoretical, empirical, methodological and practical insights. Springer, The Netherlands. ISBN Print: 978-3-031-31677-7 Online:978-3-031-31678-4

Abstract

Effective teaching behaviour is known to be associated with positive pupil outcomes. As such, it is considered an important aspect of educational research. In this chapter, we used validated instruments to measure two types of teaching effectiveness. Teachers’ perceived effective teaching behaviour was measured using the Teacher as Social Context (TASC) questionnaire and teachers’ observed effective teaching behaviour were measured using the International Comparative Analysis of Learning and Teaching (ICALT) Observation Instrument. Statistical comparisons were made between these two measures and were additionally analysed through the lens of teachers’ career phases. The study found that there are significant differences in teachers’ perceived and observed effective teaching behaviour. Teachers’ perceived effective teaching behaviour was found to remain relatively stable throughout their careers, however, their observed effectiveness was seen to change considerably. As teachers enter the middle phases of their careers, an increase in observed effectiveness was identified, followed by a decline during the later career phases. Further analysis of observed effective teaching behaviour using six ICALT domains indicates that the way a teacher facilitates a safe and stimulating learning climate and is efficiently organised plays an important role in the variation of their observed effectiveness. These results have implications for the continued professional development of trainee teachers and qualified teachers at all stages of their careers.

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