Editor-in-chief

Prof. Paul Sudnik

Munich University of Applied Sciences, Germany

As the Editor-in-Chief of IJSSH, I invite you to contribute your scholarly work to our esteemed publication. The journal publishes papers which focus on the advanced researches in the field of all aspects of social science and humanity. I'll endeavour to make this journal grow better and hopefully it will become a recognized journal among researchers and scholars in related fields.

Home > Archive > 2026 > Volume 16, Number 1, 2026
IJSSH 2026 Vol.16(1): 8-13
doi: 10.18178/ijssh.2026.16.1.1270

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

Yue Zhou 1,*, Ravinder Koul 2, Mongkhon Narmluk 1, and Yuwarat Srisupawong 1
1. Faculty of Industrial Education and Technology, King Mongkut’s University of Technology, Thonburi, Bangkok, Thailand
2. College of Education, Department of Curriculum and Instruction, The Pennsylvania State University, PA, United States
Email: 11051558@qq.com (Y.Z.); rxk141@psu.edu (R.K.); mongkhon.nar@kmutt.ac.th (M.N.); yuwarat.sri@kmutt.ac.th (Y.S.)
*Corresponding author

Manuscript received April 9, 2025; accepted August 26, 2023; published January 30, 2026.

Abstract—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 mastery-focused instructional strategies in teacher education programs. Longitudinal research is recommended to further examine the development of TSE over time.

Keywords—teacher preparedness, teaching self-efficacy, teaching self-efficacy for equity, classroom goal structures, teacher education

Cite: Yue Zhou, Ravinder Koul, Mongkhon Narmluk, and Yuwarat Srisupawong, "The Relationship between Teacher Preparedness and Teaching Self-Efficacy: Examining the Role of Classroom Goal Structures and Teacher Type," International Journal of Social Science and Humanity, vol. 16, no. 1, pp. 8-13, 2026.

Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
PREVIOUS PAPER
Chinese Excellent Traditional Ecological Culture Contains the Theory and Way of Harmonious Coexistence and Modernization between Man and Nature
NEXT PAPER
Ethical Concerns in Designing and Applying Virtual Reality Applications in the Social Science Field

Copyright © 2008-2026. International Journal of Social Science and Humanity. Unless otherwise stated.

E-mail: ijssh.editorial.office@gmail.com