Exploring the Reciprocal Relationship Between Teaching Self-Efficacy and Instructional Behaviors in High School Mathematics Education

This study explores the concept of teaching self-efficacy, which refers to a teacher’s confidence in their ability to effectively perform tasks related to mathematics teaching quality. Previous research has highlighted the significance of teaching self-efficacy and instructional behavior beliefs in predicting teacher performance. This study examines the reciprocal relationship between teaching self-efficacy and instructional behaviors using quantitative design with structural equation modeling (SEM) to explore this dynamic. We examine how teachers’ confidence in their teaching abilities affects their use of efficacy for instructional strategies, efficacy for student engagement, efficacy for classroom management, instructional clarity, instructional support and feedback, Instructional support for student autonomy, instructional support for cooperative learning and how successful implementation of these strategies impacts their self-efficacy. Data were collected from 625 Grade 12 students in Kampong Cham Province, Cambodia, in 2024, based on their perceptions of their mathematics teachers’ teaching behavioral. Findings reveal that targeted professional development focused on both instructional strategies and self-efficacy enhancement can lead to significant improvements in teaching. This research provides practical implications for teacher training and support programs aimed at fostering effective mathematics teaching and significance of these findings were discussed in this paper.