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

在本研究中，我们将教师的自我效能感作为教师和学校层面教师积极性的指标。在预测教师自我报告的认知激活和课堂管理时，我们研究了教师的个人自我效能感（课堂管理和教学分量表）与学校层面的效能和更多外部学校特征（合作、教学领导和参与）之间的相互作用. 分析了来自 246 所学校的 4255 名教师的奥地利 TALIS 2018 数据。多层次分析揭示了教师自我效能与自我报告的认知激活与课堂管理之间的关系，在教师和学校层面。对于自我报告的认知激活，没有发现显着的上下文影响或跨级别交互。课堂管理因教师位于低效率学校还是高效率学校而异（上下文效应）。此外，教师合作调节了教师自我效能感和他们自我报告的课堂管理（跨层次互动）的关联。调查结果表明，在调查教师自我效能感时，处理学校环境的重要性。