An international perspective on teacher self-efficacy: Personal, structural and environmental factors

This study makes a new contribution to the study of teacher self-efficacy (TSE) by investigating the relationship between teacher-, classroom-, school- and principal characteristics jointly and three domains of TSE: student engagement, instruction and classroom management using multilevel modelling. It uses the TALIS data-set by the OECD comprising 32 countries. The characteristics were found to be differently related to the three domains of TSE; most notably those concerning the classroom. This – together with the results of structure equation models – indicate that TSE is a multi-dimensional construct, which is relevant internationally. The findings are relevant to education researchers, policy makers and practitioners. •Three domains of TSE: instruction, student engagement and classroom management.•Predictors concerned teachers, classrooms, principals and schools in 32 countries.•Predictors were related differently to the domains of TSE internationally.•MSEM revealed most unexplained variance among teachers, least among schools.•The classroom environment makes a bigger difference in TSE than the school.