Teachers’ self-efficacy and its association with their quality of relationships with pre and early adolescents: a hierarchical linear modelling approach

ABSTRACTThe present study was set out to investigate the association between teachers’ perception of the quality of their relationships with their students’ and teachers’ professional self-efficacy. Fifty public school teachers were asked: (a) to assess their perceived levels of efficacy and (b) to randomly select eight students from their classrooms (4 males and 4 females) for whom (n = 395) to evaluate the quality of their relationships. The two administered instruments were the Teachers’ Sense of Efficacy Scale [Tschannen-Moran and Hoy. 2001. “Teacher Efficacy: Capturing an Elusive Construct.” Teaching and Teacher Education 17 (7): 783–805] and the Teacher–Student Relationship Inventory (TSRI; Ang. 2005. “Development and Validation of the Teacher–Student Relationship Inventory Using Exploratory and Confirmatory Factor Analysis.” The Journal of Experimental Education 74 (1): 55–74). Initially, the psychometric properties of the TSRI were examined. Confirmatory factor analysis showed that the Greek versi...