Classroom management self-efficacy in primary and secondary teachers: predictor variables and teacher profiles

Abstract

Effectiveness in classroom management is one of the main concerns among teachers, as the development of this competence is key to succeed in the teaching and learning processes. The aim of this study is to analyse the influence of initial and in-service training on teachers’ self-efficacy in classroom management, as well as to discern the predictive capacity of other variables on this competence. In addition, teacher profiles are described, categorised in different educational levels. A predictive study was conducted using data from the TALIS 2018 survey, based on the Spanish sample of 11,527 primary and secondary teachers. The results indicate that both initial and in-service training are predictors of the teachers’ level of self-efficacy in classroom management. However, the types of training they receive have different effects depending on their educational level. Other variables, such as teaching experience, disruptive behaviour in the classroom, and educational level have a predictive effect. Therefore, the importance of teacher training in classroom management—especially in-service training—is highlighted.