Psychological Development and Education ›› 2005, Vol. 21 ›› Issue (2): 62-67.

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The Effects of Head Teachers’ Classroom Management Self-efficacy on Students’Attitudes towards Learning and its Relationship with Academic Efficacy

LIU Hong-yun1, MENG Qing-mao1, ZHANG Lei2   

  1. 1. School of Psychology, Beijing Normal University, Beijing 100875;
    2. Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong
  • Online:2005-04-15 Published:2005-04-15

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Abstract: Head teachers'self-efficacy in classroom management was hypothesized to influence students' attitudes toward learning and relations between students' academic efficacy and attitudes toward learning.These hypotheses were tested in a sample of 109 primary school classes consisting of 109 head teachers and 3066 students grades 3 to 6.The hierarchical linear modeling analysis revealed that after controlling students' gender,the means of students' attitudes toward learning,learning method and learning technique,respectively,were significant different across classes,also the difference effects of students' academic efficacy on them were founded.When accounting for the grade of teaching,the results indicated that the higher the head teachers'self-efficacy in classroom management, the higher class means of students' attitudes toward learning.Moreover,head teachers'self-efficacy in classroom management moderated the relation between students' academic efficacy and attitudes toward learning.For students' learning method and technique,the similar results were obtained,suggesting that student-level relations were weakened by head teachers' characteristic.

Key words: academic efficacy, attitudes toward learning, head teacher, self-efficacy in classroom management

CLC Number: 

  • B844.2
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