The Relationship Between Teacher Preparedness and Teaching Self-Efficacy: Examining the Role of Classroom Goal Structures and Teacher Type

This study explores the relationship between teacher preparedness and teaching self-efficacy (TSE) among 413 teachers (284 pre-service, 129 in-service) at a university in Huaibei, China. Using exploratory factor analysis and hierarchical regression analysis, the study found that teacher preparedness, particularly in teacher-student relationships, is a strong predictor of both TSE and teaching self-efficacy for equity (TSEE). Mastery-oriented classroom structures also positively influence TSE, though they do not mediate the effects of preparedness. In-service teachers demonstrated significantly higher preparedness in relational competencies. These findings underscore the importance of prioritizing relational pedagogy and masteryfocused instructional strategies in teacher education programs. Longitudinal research is recommended to further examine the development of TSE over time.