Self-Efficacy and Classroom Management: A Correlation Study Regarding the Factors that Influence Classroom Management
School of Education
Doctor of Education (EdD)
Primary Subject Area
Education, General; Education, Teacher Training; Education, Educational Psychology; Education, Sociology of; Education, Administration
Classroom Management, Teacher self-efficacy
Education | Educational Administration and Supervision | Educational Psychology | Teacher Education and Professional Development
Hicks, Stephanie, "Self-Efficacy and Classroom Management: A Correlation Study Regarding the Factors that Influence Classroom Management" (2012). Doctoral Dissertations and Projects. 562.
Classroom management has proved to be a plaguing aspect of the teaching and learning process over the past century. This single skill has heavily contributed to teacher stress and burnout (Gordon, 2002;Jepson & Forrest, 2006), teacher turnover (Ritter & Hancock, 2007; Rosas & West, 2009), overall teacher self-efficacy (Caprara, Barbaranelli, Borgogni, & Steca, 2003; Edwards, Green, & Lyons, 2002), student achievement and teacher performance in the classroom (Edwards et al., 2002; Milner, 2002; Poulou, 2007), and is commonly a major concern of principals regarding new teachers (Principal Perspectives, 2004; Williams, 1976). The purpose of the study was to determine if novice secondary teachers feel confident in their ability to effectively manage a classroom and, if so, what variables were related to this confidence (self-efficacy). The study examined the relationship regarding novice secondary teacher self-efficacy regarding classroom management and the age of the teacher, teacher gender, teacher certification method, the presence or absence of a mentoring program during the first year of teaching, and the number of classroom management classes taken in the teacher education program. This study determined the relationship between a teacher's sense of self-efficacy as determined by the Teachers Sense of Efficacy Scale (TSES) and the noted factors, and examined the depth of and each factoral relation as well as group factor relation.
Educational Administration and Supervision Commons, Educational Psychology Commons, Teacher Education and Professional Development Commons