“Teacher classroom management self-efficacy: Longitudinal relations to perceived teaching behaviors and student enjoyment”
This study examined the relations between teacher-reported classroom management self-efficacy, student-reported teaching quality and students’ enjoyment in mathematics. Data were collected from German ninth and tenth-grade students (N ¼ 779) and their teachers (N ¼ 40) at the beginning and the middle of the school year. Multilevel models showed that teachers’ self-efficacy at time 1 significantly and positively related to class-level monitoring and relatedness at time 2. Class-level relatedness at time 2 was significantly and positively associated with enjoyment at time 2. Teacher-reported self-efficacy at time 1 was indirectly related to enjoyment at time 2 through relatedness at time 2.