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Measuring Teachers' Interpersonal Self-Efficacy: Relationship with Realized Interpersonal Aspirations, Classroom Management Efficacy and Age

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Title: Measuring Teachers' Interpersonal Self-Efficacy: Relationship with Realized Interpersonal Aspirations, Classroom Management Efficacy and Age
Language: English
Authors: Veldman, Ietje (ORCID 0000-0003-0535-1427), Admiraal, Wilfri, Mainhard, Tim, Wubbels, Theo, van Tartwijk, Jan
Source: Social Psychology of Education: An International Journal. Jun 2017 20(2):411-426.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Descriptors: Teacher Behavior, Questionnaires, Self Efficacy, Interpersonal Competence, Test Construction, Test Validity, Classroom Techniques, Test Reliability
Assessment and Survey Identifiers: Questionnaire on Teacher Interaction
DOI: 10.1007/s11218-017-9374-1
ISSN: 1381-2890
Abstract: In this study, we present the development and validation of an instrument for measuring teachers' interpersonal self-efficacy: the Questionnaire on Teacher Interaction-Self-Efficacy (QTI-SE). We used the Questionnaire on Teacher Interaction as a basis to construct items. Current scales on teacher self-efficacy in classroom management cover interpersonal self-efficacy mostly indirect or they specifically focus on the efficacy to convey relatively high levels of teacher agency (e.g., the teacher's ability to maintain or restore classroom discipline). The QTI-SE is an instrument measuring teachers' interpersonal self-efficacy more comprehensively and in a reliable and valid way.
Abstractor: As Provided
Number of References: 53
Entry Date: 2017
Accession Number: EJ1146815
Database: ERIC
FullText Links:
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  Data: Measuring Teachers' Interpersonal Self-Efficacy: Relationship with Realized Interpersonal Aspirations, Classroom Management Efficacy and Age
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  Data: <searchLink fieldCode="AR" term="%22Veldman%2C+Ietje%22">Veldman, Ietje</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0535-1427">0000-0003-0535-1427</externalLink>)<br /><searchLink fieldCode="AR" term="%22Admiraal%2C+Wilfri%22">Admiraal, Wilfri</searchLink><br /><searchLink fieldCode="AR" term="%22Mainhard%2C+Tim%22">Mainhard, Tim</searchLink><br /><searchLink fieldCode="AR" term="%22Wubbels%2C+Theo%22">Wubbels, Theo</searchLink><br /><searchLink fieldCode="AR" term="%22van+Tartwijk%2C+Jan%22">van Tartwijk, Jan</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Social+Psychology+of+Education%3A+An+International+Journal%22"><i>Social Psychology of Education: An International Journal</i></searchLink>. Jun 2017 20(2):411-426.
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  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
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  Data: In this study, we present the development and validation of an instrument for measuring teachers' interpersonal self-efficacy: the Questionnaire on Teacher Interaction-Self-Efficacy (QTI-SE). We used the Questionnaire on Teacher Interaction as a basis to construct items. Current scales on teacher self-efficacy in classroom management cover interpersonal self-efficacy mostly indirect or they specifically focus on the efficacy to convey relatively high levels of teacher agency (e.g., the teacher's ability to maintain or restore classroom discipline). The QTI-SE is an instrument measuring teachers' interpersonal self-efficacy more comprehensively and in a reliable and valid way.
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