The moderating role of teachers’ self-efficacy in the relationship between classroom heterogeneity and instructional quality
Zitation 🔗
Habermann, A., Henschel, S. & Rjosk, C. (2027). The moderating role of teachers’ self-efficacy in the relationship between classroom heterogeneity and instructional quality. Teaching and Teacher Education, 185, 105886. https://doi.org/10.1016/j.tate.2026.105886
Abstract 🔗
The study investigates whether classroom heterogeneity explains variations in instructional quality across classes taught by the same teacher and whether teachers’ self-efficacy (TSE) moderates these effects. Using latent SEM on three-level data from 106 mathematics teachers and 3566 9th-grade students from a German large-scale assessment study, results indicate that cognitive heterogeneity negatively relates to classroom management, while TSE positively relates to student support and cognitive activation. However, the present operationalization of TSE did not provide evidence for a buffering role in reducing between-class differences in instructional quality or attenuating classroom composition effects. Findings are discussed in light of ongoing discussions about the implications of classroom heterogeneity for effective teaching practice.