Teachers’ Self-Efficacy and Classroom Management Practices

Abstract

Teachers are respected as community leaders who help drive society toward social change and development. A strong sense of self-efficacy is critical to maximizing teachers’ professional contributions within and outside a school. Considering the importance of teachers’ self-efficacy and classroom management practices, I review literature that discusses teachers’ classroom management, self-efficacy, and the relationship between the two to explore these constructs theoretically. The findings from the literature show that there is a relationship between teachers’ self-efficacy and classroom management practices. Teachers with higher self-efficacy are more effective in managing a classroom resulting in improved academic achievements of students. By deeply understanding teachers’ self-efficacy and classroom management practices and acknowledging the relationship between these two constructs, school administrators can develop ways to enhance their levels and strengthen this relationship, which may, in turn, bring positive school outcomes such as students' improved academic achievement and behavioral adjustment.