In recent years, Spain has experienced an increase in participation in Vocational Education and Training (VET) pathways, reaching 35.8% in 2022 (Ministry of Education and Vocational Training, 2023). However, this figure remains below the recommended European average of 48.4% (Cedefop, 2021). Furthermore, the country faced an early school leaving rate of 13.9% in 2022, exceeding the 9% target set by the European agenda (Council of the European Union, 2020). Within this context, the Balearic Islands stand out as one of the regions in Spain with the highest early school leaving rates (Salvà-Mut et al., 2020), reaching 18.2% in 2022 (Ministry of Education and Vocational Training, 2023). Therefore, it is essential to analyze the variables that could contribute to reducing these rates.

Teaching styles are specific psychological and behavioral structures that teachers create in the classroom (Rutar-Leban, 2015). When addressing dropout in VET, various studies have highlighted the decisive role of training quality (Krötz & Deutscher, 2021). In terms of teaching styles, Kyriakides et al. (2009) observed that teachers who employ more complex and advanced teaching styles achieve better outcomes with their students. Similarly, Maulana et al. (2016) emphasize that high instructional quality is a protective factor that enhances student motivation.

When examining the conduct or quality of teaching, various studies have highlighted the significant role of self-efficacy (Holzberger & Prestele, 2021; Künsting et al., 2016; Zee & Koomen, 2016). High levels of teacher self-efficacy have been shown to predict more effective instructional practices (Künsting et al., 2016) and improved classroom management (Holzberger & Prestele, 2021).

Self-Determination Theory (SDT; Deci & Ryan, 2000) examines the influence of teaching practices on the teaching-learning process, with a focus on the types and sources of motivation and their impact on student behavior. According to SDT, teachers can enhance student engagement and well-being by addressing three fundamental psychological needs: autonomy (the experience of being self-directed and self-determined), competence (the feeling of effectiveness and mastery), and relatedness (the sense of connection and being cared for by others). Teaching practices that support these psychological needs can be conceptualized along a continuum, ranging from autonomy-supportive (e.g., responding to students' individual needs, interests, and emotions) to controlling (e.g., pressuring students to think, feel, or behave in specific ways; Deci & Ryan, 2000). While autonomy-supportive practices nurture students' psychological needs, controlling practices are likely to thwart them, potentially hindering both motivation and learning outcomes.

Given the evidence in the literature regarding the impact of self-efficacy and teaching styles, this study aims to examine the relationship between teachers’ self-efficacy beliefs and the teaching styles employed by VET educators.

The sample consisted of 287 teachers from various vocational training centers in the Balearic Islands, Spain. Of these, 153 were women and 133 were men. Additionally, 106 teachers belonged to the Basic VET cycle, while 179 were part of the Intermediate VET cycle. Professional teaching experience ranged from 1 to 40 years, with a mean of 12.15 years (SD = 10.22). Participants were contacted via email, and data were collected online through a web-based platform. Teachers' sense of self-efficacy was assessed using the Teachers' Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy (2001). This scale measures teachers' beliefs regarding their ability to impact student learning through specific actions within three areas of self-efficacy: efficacy in fostering student engagement, efficacy of applied teaching strategies, and efficacy of classroom management. The scale comprises 24 items, with eight items dedicated to each of the subscales. Respondents provided Likert-type ratings, ranging from 1 (Not at all) to 9 (Very much). Teachers’ teaching styles were assessed using the Situations in School (SIS) questionnaire (Aelterman et al., 2019). The SIS comprises 15 different teaching scenarios commonly encountered in classrooms to assess teachers' predominant teaching styles. For each scenario, four possible approaches are presented, and the teachers are asked to indicate the extent to which each approach describes their past actions or those in similar situations. The scale consists of four subscales (autonomy support, structure, control, and chaos) and 60 items, with Likert-type responses ranging from 1 (“Does not describe me at all”) to 7 (“Describes me very well”). To analyze the relationship between teachers' self-efficacy beliefs and their teaching styles, bivariate correlation analyses were conducted. First, the relationship between general self-efficacy and the various teaching styles proposed by the SIS was examined. Subsequently, a more in-depth analysis was performed to explore the associations between the specific dimensions of self-efficacy and the aforementioned teaching styles.

The bivariate correlation analysis revealed significant relationships between general teacher self-efficacy and teaching styles. Specifically, a significant positive correlation was found with the autonomy-supportive style (r = .49, p < .001) and the structure style (r = .50, p < .001), while a significant negative correlation was observed with the chaos style (r = -.15, p = .014). Further analysis showed significant associations between the specific dimensions of teacher self-efficacy and teaching styles. First, efficacy in fostering student engagement exhibited a moderate positive correlation with the autonomy-supportive (r = .53, p < .001) and structure (r = .47, p < .001) styles. Second, the efficacy of applied teaching strategies was positively associated with the autonomy-supportive (r = .41, p < .001) and structure (r = .43, p < .001) styles. Finally, efficacy in classroom management showed positive correlations with the autonomy-supportive (r = .36, p < .001) and structure (r = .42, p < .001) styles, but a negative relationship with the chaos style (r = -.23, p < .001). The findings underscore the importance of teacher self-efficacy in shaping teaching styles, aligning with previous research on its relationship with pedagogical practices. The positive correlations between efficacy in fostering student engagement and the autonomy-supportive and structure styles suggest that teachers with greater confidence in their motivational abilities are more likely to adopt student-centered approaches. Additionally, the associations with efficacy in applied teaching strategies emphasize the critical role of a strong sense of competence in implementing effective teaching practices. The negative correlation between efficacy in classroom management and the chaos style indicates that higher self-efficacy contributes to reducing disorderly classroom environments. These results highlight the importance of fostering interventions aimed at enhancing teacher self-efficacy to improve pedagogical strategies and create a more positive school climate.

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