Relationship Between Teacher Self‐Efficacy and the Adoption of (De)Motivating Teaching Styles: Validation of the Portuguese Situations‐in‐School Questionnaire.
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| Title: | Relationship Between Teacher Self‐Efficacy and the Adoption of (De)Motivating Teaching Styles: Validation of the Portuguese Situations‐in‐School Questionnaire. |
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| Authors: | Laranjeira, Márcia1 (AUTHOR) marcia.laranjeira@edu.ulisboa.pt, Teixeira, Maria Odília1 (AUTHOR) |
| Source: | Psychology in the Schools. Oct2025, Vol. 62 Issue 10, p4041-4052. 12p. |
| Subject Terms: | *Self-efficacy in teachers, *Teaching methods, *Autonomy (Psychology), *Outcome assessment (Education), *School environment, *Effective teaching, Social cognitive theory, Self-determination theory |
| Abstract: | Grounded in Social Cognitive Theory and Self‐Determination Theory, this study examines the relationship between teacher self‐efficacy and motivational teaching styles in the classroom using a sample of 625 Portuguese teachers. Participants completed the Portuguese version of the Situations‐in‐School (SIS) questionnaire and the Teacher Self‐Efficacy Scale in an online survey. Structural equation modeling results showed that teacher self‐efficacy is moderately and positively associated with motivating teaching styles (autonomy support and structure) while exhibiting a weaker inverse relationship with demotivating teaching styles (control and chaos). The findings also support the validity and reliability of the Portuguese version of the SIS as an effective tool for assessment and intervention across educational contexts. The discussion highlights the importance of teacher education programs that enhance teacher self‐efficacy by targeting its sources while simultaneously promoting the adoption of more effective and engaging instructional approaches. Limitations and directions for future research are proposed. Summary: Teachers with higher self‐efficacy are more likely to adopt motivating teaching styles, such as autonomy support and structure.In contrast, teacher self‐efficacy is inversely associated with demotivating teaching styles, such as control and chaos.The Portuguese version of the Situations‐in‐School questionnaire is a valid and reliable tool for assessing teachers' motivational strategies across diverse educational settings. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Grounded in Social Cognitive Theory and Self‐Determination Theory, this study examines the relationship between teacher self‐efficacy and motivational teaching styles in the classroom using a sample of 625 Portuguese teachers. Participants completed the Portuguese version of the Situations‐in‐School (SIS) questionnaire and the Teacher Self‐Efficacy Scale in an online survey. Structural equation modeling results showed that teacher self‐efficacy is moderately and positively associated with motivating teaching styles (autonomy support and structure) while exhibiting a weaker inverse relationship with demotivating teaching styles (control and chaos). The findings also support the validity and reliability of the Portuguese version of the SIS as an effective tool for assessment and intervention across educational contexts. The discussion highlights the importance of teacher education programs that enhance teacher self‐efficacy by targeting its sources while simultaneously promoting the adoption of more effective and engaging instructional approaches. Limitations and directions for future research are proposed. Summary: Teachers with higher self‐efficacy are more likely to adopt motivating teaching styles, such as autonomy support and structure.In contrast, teacher self‐efficacy is inversely associated with demotivating teaching styles, such as control and chaos.The Portuguese version of the Situations‐in‐School questionnaire is a valid and reliable tool for assessing teachers' motivational strategies across diverse educational settings. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00333085 |
| DOI: | 10.1002/pits.23593 |
