This paper examines teacher self-efficacy in the classroom in relation to 3 competencies: classroom management, instruction, and student engagement. It focuses on differences in these competencies between novice teachers (5 years’ experience or less) compared to their experienced colleagues (5 years’ experience or more).

Teacher self-efficacy refers to a teacher’s belief in their capability to help students learn and to influence their activities, effort and persistence in the classroom. Teachers with high self-efficacy are confident in their ability to positively influence student learning. Teachers were asked to rate their self-efficacy in classroom management, with novice teachers reporting significantly lower levels of confidence than teachers with more than five years of experience. 

The paper uses Australian data from the most recent OECD Programme for International Assessment (PISA) survey of teachers.