Different Resources for Different Domains: Factors Associated with Teacher Self-Efficacy in Spain Using TALIS 2024

Teacher self-efficacy is multidimensional, but the working conditions associated with teachers’ confidence may differ across teaching tasks. Using TALIS 2024 data for in-service lower-secondary teachers in Spain, we tested whether classroom disruption, instructional autonomy and collaboration were differentially associated with self-efficacy in classroom management, instruction and student engagement. Because the teacher questionnaire was rotated, analyses used the 3036 teachers who received the form containing all model variables; 2823 teachers in 507 schools had complete data. Survey-weighted regressions with Fay-adjusted balanced repeated replication were estimated for the three outcomes, and six theory-guided, Holm-adjusted contrasts compared standardised coefficients across domains. The disruption coefficient was lower for classroom-management efficacy, and the autonomy coefficient higher for instructional efficacy, than for the other two domains. Collaboration was more strongly associated with student-engagement than with classroom-management efficacy, whereas its instruction–management difference was not statistically detectable. Significant differences ranged from 0.06 to 0.20 standard deviations. Multiple imputation of item non-response and delta-adjusted sensitivity analyses left all six decisions unchanged, except that the instruction–management autonomy contrast was sensitive to the reference distribution and two missing-not-at-random scenarios. These cross-sectional, self-reported data do not permit causal conclusions.