Teacher self-efficacy for classroom management, behavior management practices, and years of experience: factors of influence on teacher well-being

Mahoney, Jenna

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https://hdl.handle.net/2142/130157 Copy

Description

Title

Teacher self-efficacy for classroom management, behavior management practices, and years of experience: factors of influence on teacher well-being

Author(s)

Mahoney, Jenna

Issue Date

2025-07-13

Director of Research (if dissertation) or Advisor (if thesis)

Tan, Kevin

Doctoral Committee Chair(s)

Tan, Kevin

Committee Member(s)

• Lambert, Matthew
• Zarate, Kary
• Ball, Annahita

Department of Study

School of Social Work

Discipline

Social Work

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

Teachers, Well-Being, Classroom Managament, Self-Efficacy, Behavior Management, Years of Experience

Abstract

Teachers in the United States report the lowest levels of well-being among helping professionals, a trend exacerbated by the COVID-19 pandemic and the increasing demands placed on educators. Burnout—heightened to unprecedented levels during and after the pandemic—remains a significant contributor to reduced teacher well-being (TWB) and rising attrition rates. A major source of teacher burnout is the stress associated with managing student behavior. Understanding how teacher self-efficacy for classroom management (TSECM) and behavior management practices (BMP) relate to TWB is therefore critical, particularly across different stages of teaching experience. TSECM refers to a teacher’s belief in their ability to effectively manage classroom dynamics, while BMP encompasses the strategies employed to prevent and address behavioral challenges. Novice teachers, who often report higher stress levels, may do so due to lower self-efficacy and limited familiarity with effective BMPs. This study investigates the roles of TSECM, BMP, and years of teaching experience in influencing TWB. Cross-sectional survey data were collected from an urban school district in a small Midwestern city, from 189 classroom teachers in January 2024. Participants completed validated measures of TSECM, BMP, and TWB, along with demographic data including years of experience. The study addressed three research questions: (1) Do years of teaching experience moderate the relationships between TSECM, BMP, and TWB? (2) What are the moderating effects of TSECM and BMP on TWB in the context of experience? (3) Do TSECM and BMP mediate the relationship between years of experience and TWB? Findings from moderation and mediation analyses were mixed. A significant interaction was found between TSECM and BMP in the association with TWB (B = .313, SE = .073, p < .001), indicating that the combination of high TSECM and high use of BMP is associated with greater teacher well-being. However, other moderation effects involving years of experience were not significant, nor were the mediation effects of TSECM and BMP in the relationship between experience and TWB. Considering that years of experience have not been identified as having a significant association with TWB, whereas the interaction between TSECM and BMP has proven to be influential, findings that educators across all stages of their careers would gain from enhanced support in BMPs and initiatives aimed at enhancing TSECM. These findings carry three key implications. First, they highlight the complexity of years of teaching experience as having an association with well-being. Second, they underscore the potential of TSECM and BMP as malleable constructs with meaningful effects on TWB. Third, they contribute to a deeper understanding of how these constructs interact, offering direction for future research and professional development focused on enhancing teacher well-being through targeted support in classroom management and self-efficacy building.

Graduation Semester

2025-08

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/130157

Copyright and License Information

Funding provided in whole or in part by the Illinois Criminal Justice Information Authority. Points of view or opinions contained within this document are those of the author and do not necessarily represent the official position or policies of the State of Illinois, or the Illinois Criminal Justice Information Authority.

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