In recent years several research projects have measured professional knowledge required by (future) teachers (e.g., COACTIV: Kunter et al., 2013; TEDS-M: Bloemeke et al., 2014). Based on the assumption that teachers are a relevant factor affecting children’s learning outcomes, models were developed to describe the competencies required by teachers in the classroom such as “motivational, metacognitive, and self-regulatory characteristics, which are considered decisive for the willingness to act” (Baumert & Kunter, 2013: 28). Teacher efficacy is defined as “the teacher’s belief in her or his ability to organize and execute the courses of action required to successfully accomplish a specific teaching task in a particular context” (Tschannen-Moran, Woolfolk Hoy & Hoy, 1998: 233). Several studies in the US, Australia, and Europe have shown that students who are taught by teachers with a subject-specific qualification achieve better results compared to those taught by out-of-field teachers (e.g., Dee & Cohodes, 2008). Qualitative studies having researched characteristics of out-of-field teachers (e.g., Hobbs, 2012; Du Plessis et al., 2014) show that these teachers often have little confidence in their abilities. Ross et al. (1999) found in a study with secondary teachers that teacher efficacy was in general lower for courses outside the teacher’s subject. Using national data from the “Trends in International Mathematics and Science Study” 2011, German primary teachers who majored in Science or a different subject and teach ‘Sachunterricht’ (an integrated subject of natural and social science) are compared with regard to their subject-related self-efficacy beliefs. Results from (multilevel) regression analyses show that there are significant differences between the two groups. On average in-field teachers show higher self-efficacy beliefs with regard to teaching social and science education. Furthermore, more students taught out-of-field possess a lower self-concept than those taught in-field. Along with further results, implications and future research questions are discussed.

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