Effect of Teacher Locus of Control, Teacher Self-Efficacy in Classroom Management and Discipline, and Teaching Self-Efficacy on Classroom Climate among Primary School Teachers

The purpose of present study was to investigate the effect of teacher locus of control, Teacher self-efficacy in classroom management and discipline, and teaching self-efficacy on classroom climate in primary school teachers, using structural equation modeling. This study was a correlational research. The population of present study were all primary school teachers of Ardakan and Meybod city in 2015-2016 academic year. 317 participants were selected by randomly sampling. The data gathered by Fraser My Class Inventory (MCI), Self-Efficacy Scale for Classroom Management and Discipline (SSCMD), Teaching Efficacy Scale (TES), and Teacher Locus of Control (TLC) and then analyzed by structural equation modeling. The results show that all regression weights (Beta) except regression weight between locus of control and teacher efficacy were significant and proposed model of relationship between variables is fitted. The results of path analysis show that internal locus of control in teachers indirectly by improving of classroom management and discipline self-efficacy, has positive effect on classroom climate. Classroom management and discipline self-efficacy directly and indirectly by effects on teaching efficacy scale, improve class climate. By improving internal locus of control in teachers, particularly with emphasized on classroom management and discipline skills, can increase teaching efficacy and class management and improve class climate.