New article on teachers' self-efficacy

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In their new article "Teacher self-efficacy and self-reported cognitive activation and classroom management: A multilevel perspective on the role of school characteristics", Doris Holzberger and Elisabeth Prestele examine the interplay of individual teacher self-efficacy with school-level efficacy and more external school characteristics.

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Among other things, the study shows that Schools with high school-level efficacy demonstrate higher instructional quality. Click here for the scientific article.