Teachers who strongly believe in their own teaching abilities are more likely to create highly engaged classrooms. This finding was revealed in a meta-analytic study conducted by Mariano Dos Santos from Instituto Católico para Formação de Professores and published in 2026 in the International Journal of Education and Life Sciences (IJELS). The study found that higher teacher self-efficacy significantly improves students’ emotional, cognitive, and behavioral engagement in learning.
The research comes at a critical time as schools worldwide continue adapting to digital and hybrid learning systems following the COVID-19 pandemic. In this changing educational environment, teachers are expected not only to deliver lessons effectively but also to maintain meaningful interaction and motivation among students.
Mariano Dos Santos analyzed 20 international studies published between 2014 and 2024 using a meta-analysis approach. The studies were collected from the Scopus database and focused on the relationship between teacher self-efficacy and student engagement across elementary and secondary education settings.
The analysis revealed a significant positive relationship with an average effect size of 0.48. The finding indicates that teachers who are confident in their classroom management, instructional skills, and ability to motivate students tend to foster higher student participation and learning involvement.
Several key findings emerged from the study:
- Teachers with high self-efficacy are more capable of creating supportive and safe learning environments.
- Adaptive and interactive teaching strategies significantly improve student engagement.
- Teacher confidence remains a crucial factor in online and hybrid learning environments.
- Publication bias analysis showed the results are highly reliable and statistically strong.
The forest plot analysis presented in the study showed that the Learning Engagement Scale produced the highest effect size, followed by the Teacher Self-Efficacy Scale. These findings reinforce the idea that teacher-student interaction plays a central role in successful modern education.
According to Mariano Dos Santos, teachers with strong self-efficacy tend to be more reflective, innovative, and willing to apply new pedagogical approaches to improve student learning outcomes. They are also more effective in providing emotional support and maintaining student motivation, especially in technology-based learning environments.
The study also identified substantial differences across educational contexts. Factors such as teaching experience, school culture, measurement instruments, and institutional support influence the strength of the relationship between teacher self-efficacy and student engagement.
The implications of the study are considered highly important for educational institutions and policymakers. Schools and governments are encouraged to strengthen professional development programs focusing on teacher confidence, classroom management, and digital teaching competencies. The study also recommends mentoring systems, collaborative learning communities, and reflective teaching practices to improve teacher effectiveness sustainably.
From a policy perspective, the findings may support the development of teacher evaluation systems that assess not only academic outcomes but also non-cognitive aspects such as teacher self-efficacy and the ability to build student engagement in classrooms.
Author Profile
- Mariano Dos Santos - Instituto Católico para Formação de Professores.
Research Source
Dos Santos, Mariano. “Exploring the Impact of Teachers’ Self-Efficacy on Student Engagement: A Meta-Analytic Synthesis.” International Journal of Education and Life Sciences (IJELS), Vol. 4, No. 4, 2026.
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