Does negative teacher behavior influence student self-efficacy and mastery goal orientation?

Abstract

In a hierarchical society such as India’s, negative teacher behaviors are often part of the routine. However, there is a gap in the literature investigating the influence of negative teacher behaviors (specifically admonishing and dissatisfied behaviors) on students’ mastery goal orientation (MGO) and self-efficacy for learning which are important for student success. Accordingly, we examined these associations in Indian middle schoolers (N = 6423) after controlling for prior year outcomes and demographics. The data were collected through paper and pencil-based surveys at the beginning and the end of the 2015−16 academic session. Teacher behavior was measured using the Questionnaire on Teacher Interaction (QTI) whereas self-efficacy and MGO were measured using the Motivated Strategies for Learning Questionnaire (MSLQ). The analysis involved structural equation modelling of admonishing and dissatisfaction behaviors and student self-efficacy and MGO where we controlled for students’ prior outcomes and demographics. The independent variables collectively explained 27.4 % and 22 % of the variation in MGO and self-efficacy. Higher levels of teachers’ dissatisfied behaviors reduced self-efficacy and MGO within one year. Teachers’ admonishing behavior was linked with lower self-efficacy. Implications for policymakers, administrators and teachers are discussed.