Marjolein Zee|Helma M.Y. Koomen|Peter F. de Jong
How different levels of conceptualization and measurement affect the relationship between teacher self-efficacy and students’ academic achievement
University of Amsterdam|University of Amsterdam|University of Amsterdam
despite common idea teachers selfefficacy tse associated achievement research findings area ambiguous best current study took multilevel perspective relationship tse students academic achievement evaluated different levels conceptualization measurement tse may affect association general studentspecific tse scales standardized achievement tests administered among sample 360 fourthtosixth grade students 49 teachers 19 regular elementary schools across netherlands doubly latent multilevel structural equation modeling used test direct relationships results indicated studentlevel tse positively associated classroomlevel tse negatively associated reading math achievement teachers aggregated studentspecific selfefficacy associated average classroom achievement mathematics results illustrate specification tse scales addressing appropriate level analysis may help better explain variation student academic outcomes teacher selfefficacy