%0 Journal Article
%T Relation of teacher self
%A Christopher M. Dudek
%A Linda A. Reddy
%A Maria S. Poulou
%J School Psychology International
%@ 1461-7374
%D 2019
%R 10.1177/0143034318798045
%X Teachers¡¯ perceptions of self-efficacy are one of the few individual characteristics that predict teacher practice. There is limited research linking teachers¡¯ perceptions of self-efficacy and actual classroom practices. The study examined teacher¡¯ perceptions of self-efficacy and actual instructional and behavior management practices using the Classroom strategies assessment system (CSAS), a multidimensional validated observation system. Fifty-eight Greek teachers completed the Teacher sense of efficacy scale (TSES) and were observed using the CSAS by independent observers. Significant differences between teachers¡¯ self-reported self-efficacy and observers¡¯ ratings were found in the domain of instructional strategies. Implications for research, professional development and school psychological practice are discussed
%K classroom management
%K classroom strategies assessment system
%K in-service teachers self-efficacy
%K teacher assessment
%U https://journals.sagepub.com/doi/full/10.1177/0143034318798045