doi: 10.18178/ijssh.2026.16.1.1270
The Relationship between Teacher Preparedness and Teaching Self-Efficacy: Examining the Role of Classroom Goal Structures and Teacher Type
Yue Zhou
1,*
,
Ravinder Koul
2
,
Mongkhon Narmluk
1
,
Yuwarat Srisupawong
1
- 1 Faculty of Industrial Education and Technology, King Mongkut’s University of Technology, Thonburi, Bangkok, Thailand
- 2 College of Education, Department of Curriculum and Instruction, The Pennsylvania State University, PA, United States
- Manuscript received April 9, 2025
- accepted August 26, 2023
- published January 30, 2026
Abstract
This study explores the relationship between teacher preparedness and Teaching Self-Efficacy (TSE) among 413 teachers (284 pre-service, 129 in-service) at a university in Huaibei, China. Using exploratory factor analysis and hierarchical regression analysis, the study found that teacher preparedness, particularly in teacher-student relationships, is a strong predictor of both TSE and Teaching Self-Efficacy for Equity (TSEE). Mastery-oriented classroom structures also positively influence TSE, though they do not mediate the effects of preparedness. In-service teachers demonstrated significantly higher preparedness in relational competencies. These findings underscore the importance of prioritizing relational pedagogy and mastery-focused instructional strategies in teacher education programs. Longitudinal research is recommended to further examine the development of TSE over time.
Keywords
- teacher preparedness
- teaching self-efficacy
- teaching self-efficacy for equity
- classroom goal structures
- teacher education
How to Cite
Yue Zhou, Ravinder Koul, Mongkhon Narmluk, and Yuwarat Srisupawong, "The Relationship between Teacher Preparedness and Teaching Self-Efficacy: Examining the Role of Classroom Goal Structures and Teacher Type," International Journal of Social Science and Humanity, vol. 16, no. 1, pp. 8-13, 2026. https://doi.org/ 10.18178/ijssh.2026.16.1.1270
Copyright & License
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).