Research has focused predominantly on how teachers role affect students psychology problems on evidence that a broad range of attitudes and behaviors are equally important to their long-term success. We find that higher secondary teachers have large effects on self-reported measures of students self-efficacy in happiness and behavior in class. Students attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers emotional support and classroom organization. How- ever, teachers who are effective at improving test scores often are not equally effective at improving students attitudes and behaviors. These findings lend empirical evidence to well-established theory on the multidimensional nature of teaching and the need to identify strategies for improving the full range of teachers skills.
Motivation, Psychological Problems, teacher role
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