Relationship Between Teacher Self‐Efficacy and the Adoption of (De)Motivating Teaching Styles: Validation of the Portuguese Situations‐in‐School Questionnaire.
Saved in:
| Title: | Relationship Between Teacher Self‐Efficacy and the Adoption of (De)Motivating Teaching Styles: Validation of the Portuguese Situations‐in‐School Questionnaire. |
|---|---|
| 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] |
| Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 187949515 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Relationship Between Teacher Self‐Efficacy and the Adoption of (De)Motivating Teaching Styles: Validation of the Portuguese Situations‐in‐School Questionnaire. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Laranjeira%2C+Márcia%22">Laranjeira, Márcia</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> marcia.laranjeira@edu.ulisboa.pt</i><br /><searchLink fieldCode="AR" term="%22Teixeira%2C+Maria+Odília%22">Teixeira, Maria Odília</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Oct2025, Vol. 62 Issue 10, p4041-4052. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Self-efficacy+in+teachers%22">Self-efficacy in teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Autonomy+%28Psychology%29%22">Autonomy (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Outcome+assessment+%28Education%29%22">Outcome assessment (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Social+cognitive+theory%22">Social cognitive theory</searchLink><br /><searchLink fieldCode="DE" term="%22Self-determination+theory%22">Self-determination theory</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187949515 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/pits.23593 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 4041 Subjects: – SubjectFull: Self-efficacy in teachers Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Autonomy (Psychology) Type: general – SubjectFull: Outcome assessment (Education) Type: general – SubjectFull: School environment Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Social cognitive theory Type: general – SubjectFull: Self-determination theory Type: general Titles: – TitleFull: Relationship Between Teacher Self‐Efficacy and the Adoption of (De)Motivating Teaching Styles: Validation of the Portuguese Situations‐in‐School Questionnaire. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Laranjeira, Márcia – PersonEntity: Name: NameFull: Teixeira, Maria Odília IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00333085 Numbering: – Type: volume Value: 62 – Type: issue Value: 10 Titles: – TitleFull: Psychology in the Schools Type: main |
| ResultId | 1 |
