European Journal of Psychology of Education

, Volume 31, Issue 3, pp 299–322 | Cite as

Teacher self-efficacy as a long-term predictor of instructional quality in the classroom

  • Josef KünstingEmail author
  • Victoria Neuber
  • Frank Lipowsky


In this longitudinal study, we examined teachers’ self-efficacy as a long-term predictor of their mastery goal orientation and three dimensions of instructional quality: supportive classroom climate, effective classroom management, and cognitive activation. Mastery goal orientation was also analyzed as a predictor of instructional quality. Teachers’ optimism, engagement, and strain were assessed to gain information about the construct validity of the scales on self-efficacy and mastery goal orientation. We analyzed the self-report data of 203 German in-service teachers who participated in all of three time points of assessment (the years 2001, 2008, and 2011). Confirmatory factor analyses supported the assumed three-dimensionality of instructional quality. Teacher self-efficacy was found to be relatively stable and to be a long-term predictor of instructional quality as indicated by the results of latent variable modeling. Moreover, instructional quality is predicted by mastery goal orientation, which in turn is regressed on self-efficacy. As supported also by bias-corrected bootstrapping, mastery goal orientation partially mediated the relationship between classroom climate and self-efficacy. Results and an outlook for future research are discussed.


Teacher self-efficacy Instructional quality Mastery goal orientation Measurement invariance Stability Longitudinal prediction Mediation 


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Copyright information

© Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media Dordrecht 2016

Authors and Affiliations

  • Josef Künsting
    • 1
    Email author
  • Victoria Neuber
    • 2
  • Frank Lipowsky
    • 3
  1. 1.Department of Educational ScienceUniversity of Regensburg, PPSRegensburgGermany
  2. 2.Institute of Educational Science, FB01University of KasselKasselGermany
  3. 3.Institute of Educational Science, FB01University of KasselKasselGermany

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