Determination of the Reciprocal Relationship between Teaching Self-Efficacy and Instructional Behaviors in Mathematics among High School Teachers to Enhance the Quality Teaching and Learning

This study research an exploration of the teaching self-efficacy is perceived ability refers to the confidence an individual has in their ability to successfully perform a specific task of behavior of mathematic teaching quality. Previous researchers have demonstrated the importance of behaviors’ teaching self-efficacy, instructional behaviors beliefs and its impact on predicting teachers’ performances. Specifically, teaching self-efficacy and instructional behaviors has been regarded as an important moderator variable in the prediction of achievement from measures of affect. To this end, used data collection from students’ perception grade 12 high schoolin Kampong Cham Province, Cambodia 2024 (N=625), this study to analysis under the framework of structural equation modelling to examine teaching the reciprocal relationship between teaching self-efficacy and instructional behaviors. The results showed that there were statistically significant in the reciprocal relationship between teaching self-efficacy and instructional behaviors; the impact of teaching achievement was stronger than the impact of teaching instructional behaviors. Significance of these findings were discussed in this paper.