Teaching with confidence: How a skill-based intervention develops teacher self-efficacy and improves educational outcomes

This study investigated the causal impact of gains in teacher self-efficacy (TSE) on educational outcomes within a Social Cognitive Theory framework. In a 3-wave longitudinal randomized control trial with 91 secondary teachers in Korea, the experimental group received skill-based training (in autonomy-supportive teaching). As expected, the intervention significantly improved both autonomy-supportive teaching and TSE at mid-year. Structural equation modelling showed that the mid-year gains in TSE predicted subsequent gains in job satisfaction and student achievement. Findings suggest that gains in TSE lead to gains in valued teacher and student outcomes, though interpretations are cautious given sample size and contextual limitations. • We used a randomized control trial with longitudinally assessed dependent measures. • Teachers received a skill-based intervention to increase students' classroom engagement. • The intervention effectively increased scores on all four dependent measures. • Gains in T2 teacher self-efficacy longitudinally increased T3 job satisfaction. • Gains in T2 teacher self-efficacy longitudinally increased T3 student achievement.