Investigating teachers’ dyadic self-efficacy and its correlations to students’ perceptions of teacher efficacy and student well-being

Most studies, to date, have ignored variance in teachers’ self-efficacy (TSE) relation teaching individual students (i.e., student-specific self-efficacy). However, TSE and teacher efficacy differ among students. Thus, this study examines dyadic four domains their correlations with students’ perceptions of student academic self-concept well-being. Results a paper–pencil survey involving 29 teachers 469 (39.9% girls, aged 10–17 years) from German secondary schools reveal moderate overlap between efficacy. Furthermore, they how ratings are related.