CONTEXTUAL EFFECTS ON THE SELF-PERCEIVED EFFICACY OF HIGH-SCHOOL TEACHERS

If the self-efficacy of high school teachers is situated rather than global, it ought to vary within teachers (across a teacher's several assigned classes), as well as among teachers. An analysis of survey data from academic teachers in 16 high schools confirmed the existence of substantial intrateacher variation and revealed that a teacher tends to feel most efficacious when teaching high-track students. This effect is most pronounced for math and science teachers and disappears when the level of student engagement is controlled. A teacher's level of preparation and the grade level of the class also predict intrateacher variation. An analysis of interteacher variation revealed that teachers who exercise control over key working conditions and work in highly collaborative environments have elevated self-efficacy.