Teachers’ Perceived Self-Efficacy and Sense of Inadequacy across Grade 1: Bidirectional Associations and Related Factors

The present study investigated bidirectional associations between teachers’ sense of inadequacy and self-efficacy factors related to them across one academic year. Teachers (N = 52) rated their in fall spring, reported the number students need support spring. results cross-lagged path models showed that negatively predicted subsequent self-efficacy, especially dimensions student engagement classroom management. In addition, work experience with terms social behavioral problems were teacher (TSE). Based on these findings, is a critical factor influences TSE; therefore, teachers may manage needs maintain high self-efficacy.