“Teacher classroom management self-efficacy: Longitudinal relations to perceived teaching behaviors and student enjoyment”

Postdoctoral scholar Charlott Rubach is co-author of an article in Teaching and Teacher Education on classroom management and students’ enjoyment of mathematics.

The title of the article is “Teacher classroom management self-efficacy: Longitudinal relations to perceived teaching behaviors and student enjoyment.”
 
Co-authors are University of Pottsdam, Germany colleagues Katharina Hettinger (first author), Rebecca Lazarides, and Ulrich Schiefele.
 
Rubach studies social relations, motivation, family-school partnerships, and well-being in adolescence with Distinguished Professor Jacquelynne Eccles. She earned her Ph.D. from the University of Potsdam, M.A. in Educational Science, and B.A. in Philosophy and Educational Science from the University of Rostock in Germany.

​Abstract

Charlott Rubach

​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.