A preliminary investigation of the role of classroom contextual effects on teaching efficacy and classroom quality

Abstract

The purpose of this preliminary study was to examine the extent to which the relation between teacher reported (N = 26) teaching efficacy and observations of classroom quality varied as a function of a specific classroom characteristic, classroom adversity, a measure of classroom level hardship that includes factors such as student challenges with family-home life, inadequate nutrition, child health, and disruptive behavioral problems. Findings suggest classroom adversity is an important contextual factor to consider when examining teaching practices and classroom experiences and that the ecological load of the classroom may be an important characteristic related to a teacher’s abilities to promote a high-quality classroom environment. Implications for research and practice are discussed.

Keywords:

• Classroom context
• elementary education
• teaching efficacy
• teacher professional development

Additional information

Funding

Institute for Education Sciences (IES).

Notes on contributors

Kristen L. Granger

Kristen L. Granger is an assistant professor in the Department of Special Education at Vanderbilt University. Her research interests are classroom contextual influences on young students social and academic success, efforts to improve interpersonal relationships and social-emotional trajectories of young students with or at risk for Emotional and Behavioral Disorders, classroom-based intervention design and implementation, and teacher well-being and retention.

Jason C. Chow is an Associate Professor at the University of Maryland. His work focuses on language, social, and behavioral development, peer networks, supporting teachers and speech-language pathologists/therapists, implementation and sustainability of early learning and social/behavioral interventions, and meta-analysis.

Michael D. Broda, Ph.D. is an Associate Professor in the Department of Foundations of Education in the School of Education at Virginia Commonwealth University. Dr. Broda is interested in how to use social network analysis, structural equation modeling, and other advanced quantitative research approaches to inform practical challenges faced by schools, teachers and students.

Toshna Pandey is a Postdoctoral Research Associate at the University of Virginia. Her research interests include investigating culturally-responsive behavior interventions for racially and ethnically minoritized students and teacher professional development to enhance students’ socio-emotional competencies and teachers’ equity-mindedness.

Kevin S. Sutherland, Ph.D., is a Professor in the Department of Counseling and Special Education, director of the doctoral studies program, and a research faculty member at the Clark-Hill Institute for Positive Youth Development at Virginia Commonwealth University. Dr. Sutherland’s research interests and expertise include efforts to enhance the use and fidelity of implementation of evidence-based programs and practices targeting reductions in chronic problem behavior in school and community settings, community engaged research, and adolescent bullying prevention programs.