Investigating the Effects of Teaching Self-Efficacy on Instructional Behaviors and Student Motivation in High School Mathematics: A Structural Equation Modeling Approach

Abstract

This study examines the relationship between teaching self-efficacy, specifically efficacy for classroom management, instructional tactics, and student involvement, and instructive behaviors and learning motivation in high school mathematics education. A structural equation modeling technique was used to collect 625 participants, 42.9% of whom were male and 57.1% of whom were female, high school math students, in order to examine the relationships between these traits. The findings demonstrate that higher levels of teaching self-efficacy significantly enhance cooperative learning techniques, instructional clarity, student autonomy support, and instructional support and feedback. Furthermore, it was found that these instructional strategies positively influenced students’ internal, extrinsic motivation and subjective task value as well as their perception of the worth of mathematical tasks. The findings demonstrate that raising student motivation and refining instructional strategies depend heavily on raising teaching self-efficacy. This study highlights the need for focused professional development programs that increase teachers’ self-efficacy in these crucial areas, which will help educators and policymakers enhance mathematical learning outcomes