Exploring the Impact of Teaching Self-Efficacy on Instructional Behaviors and Student Motivation in High School Mathematics: A Structural Equation Modeling Approach

The effect of teaching self-efficacy more especially, efficacy for classroom management, instructional techniques, and student engagement on instructional behaviors and learning motivation in high school mathematics education is examined in this study. To investigate the connections between these characteristics, a total of 625 participants (42.9% male and 57.1% female) high school math students was gathered using a structural equation modeling technique. The results show that greater degrees of teaching self-efficacy greatly improve student autonomy support, cooperative learning strategies, instructional clarity, and instructional support and feedback. Additionally, it was discovered that these teaching practices had a favorable impact on students’ perceived task value in mathematics as well as their intrinsic and extrinsic motivation. According to the findings, developing teaching self-efficacy is essential for raising student motivation and refining instructional strategies. This study offers insightful information to educators and policymakers, emphasizing the necessity of focused professional development initiatives that increase teachers’ self-efficacy in these crucial areas in order to enhance mathematical learning results.