Teacher quality, self-efficacy, and quality teaching in Ethiopian primary schools: An integrated sociological and psychological perspective

• Teacher quality, self-efficacy, and quality teaching, and relationship. • Self-efficacy differences - gender and qualification (0.39 ≤ Cohen’s d ≥ 0.49). • Teacher’s self-efficacy and contextual variables predicted quality teaching. In recent years, there has been a growing interest in the roles of motivation and social context in education. This study tests a new research direction in these areas, based on sociological and psychological...