Teacher self-efficacy and self-reported cognitive activation and classroom management: A multilevel perspective on the role of school characteristics

In the present study, we consider teachers' self-efficacy as indicator for teacher motivation on level and at school-level. We examine interplay of individual (subscales classroom management instruction) with school-level efficacy more-external school characteristics (collaboration, instructional leadership, participation) when predicting self-reported cognitive activation management. Austrian TALIS 2018 data from 4255 teachers 246 schools were analyzed. Multilevel analyses revealed relationships between both, levels. For activation, no significant context effect or cross-level interaction was found. Classroom differed depending whether a situated in low- high-efficacy (context effect). Also, collaboration moderated association teachers’ their (cross-level interaction). The findings indicate importance addressing investigating self-efficacy. • Schools high demonstrate higher quality. Cognitive independent characteristics. Teachers report (Non-systematic) interactions regard to