A comparative analysis of predictors of teacher self‐efficacy in student engagement, instruction and classroom management in Nordic, Anglo‐Saxon and East and South‐East Asian countries

Fackler, Sina; Sammons, Pam; Malmberg, Lars‐Erik

doi:10.1002/rev3.3242

Cited by 13 publications

(8 citation statements)

References 88 publications

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“…This suggests that the teachers' roles are more important than the book itself. This also seemed to align with Fackler et al's (2021) study, which highlights the high respect for teachers' roles and responsibilities in East and Southeast Asian countries.…”

Section: Findings and Discussionsupporting

confidence: 84%

What do the children and teachers say?: Voices on gender stereotyping in children's literature for MalaysianESLclassrooms

Yeoh,

Cheong

2023

Review of Education

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This preliminary study analyses children's and teachers' views towards gender stereotyping in children's literature for Malaysian ESL (English as a Second Language) classrooms. We employed focus groups with 14 children (aged 10–12) and interviews with 6 experienced ESL teachers, in which children and teachers reflected on selected literature taught in schools. Our findings suggested that both children and teachers overlooked gender stereotyping in the selected children's literature as they focused more on the storyline and moral values. However, our focus groups with children showed their potential in adapting the reading materials to their social context, despite the typical belief that young children blindly learn and accept anything presented to them. Comparison between the boys and girls also showed different gendered responses towards gender stereotyping, with the boys showing stronger support for gender equality. The children insisted that men and women are equals and suggested more active male participation in domestic settings could indicate their readiness to discuss gender‐related issues. In addition, our interviews with teachers led to their call for more reading materials that reflect gender equality. The teachers admitted to a lack of explicit discussions about gender in their current teaching/learning process and expressed their willingness to include gender discussions with their students in the future. This study hopes to give voices to Malaysian children and teachers in the Global South, highlighting their potential for agency in pedagogical review and gender advocacy in education. Context and implicationsRationale for this studyThis study explores children's views' and teachers' strategies for addressing gender stereotyping in children's literature for Malaysian ESL classrooms.Why the new findings matterOur findings highlight the need for training for teachers and teaching/learning materials that reflect gender equality. Our findings signal children's readiness to discuss gender and the importance of teachers' role in fostering such discussions.Implications for practitioners and policy makersThis study is significant for teachers and curriculum reviewers in highlighting how children's literature may influence children and foster gender equality. There is a need for support materials, training for teachers and careful selection of suitable reading materials for children in terms of cultural and gender values.

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Section: Findings and Discussionsupporting

confidence: 84%

What do the children and teachers say?: Voices on gender stereotyping in children's literature for MalaysianESLclassrooms

Yeoh,

Cheong

2023

Review of Education

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“…Studies indicate that both teachers' general ( Holzberger et al, 2013 ; Praetorius et al, 2017 ) and task-specific teacher self-efficacy, including self-efficacy for instructional strategies ( Lazarides & Schiefele, 2021 ), self-efficacy for classroom management ( Dicke et al, 2014 ; Lazarides et al, 2020 ), and self-efficacy for student engagement ( Fackler et al, 2021 ), positively relate to indicators of effective teaching in in-service teachers. Analysis of data from the 2018 Teaching and Learning International Survey (TALIS 2018; OECD, 2019 ) found that teachers reporting higher teacher self-efficacy also reported using higher quality teaching strategies ( Holzberger & Prestele, 2021 ), which in turn could lead to greater student motivation and learning through their effects on students’ perceptions of teaching quality ( Lauermann & Berger, 2021 ).…”

Section: Teacher Self-efficacy: Definition and Importance For Student...mentioning

confidence: 99%

The development of student teachers’ teacher self-efficacy before and during the COVID-19 pandemic

Symes

Lazaridesa

Hußnera

2023

Teaching and Teacher Education

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“…In line with Bandura’s (1986) work, we expect the teacher’s sense of efficacy for engaging students to prompt the teacher to create an emotionally supportive learning environment. Accordingly, recent research has confirmed associations between teacher self-efficacy for student engagement and teacher-reported social classroom climate (Fackler et al, 2021), a construct that also includes aspects of emotional support, such as creating a pleasant atmosphere in class (OECD, 2014). In line with the SEVT-based assumptions that socializers’ value beliefs closely relate to their behaviors, which then relate to student value (Dicke et al, 2021; Eccles et al, 1998), we theorize that teachers who value teaching (here: teachers’ educational interest) contribute to students’ interest by providing emotionally supportive learning.…”

Section: Indirect Effects From Teacher Motivational Beliefs To Studen...mentioning

confidence: 99%

Tracing the signal from teachers to students: How teachers’ motivational beliefs longitudinally relate to student interest through student-reported teaching practices.

Lazarides¹,

Schiefele²,

Hettinger³

et al. 2023

Journal of Educational Psychology

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Theoretical models have suggested that teachers' motivational beliefs relate to various student academic outcomes through particular teaching practices, and that teachers' motivational beliefs and teaching practices are reciprocally interrelated. However, these relations have rarely been tested in longitudinal work. We extend previous research by (a) examining whether mathematics teachers' self-efficacy and interest longitudinally relate to student mathematics interest through student-reported teaching practices (classroom management, socioemotional support, cognitive activation) and by (b) testing reciprocal relations between teachers' motivational beliefs and student-reported teaching practices. Participants were 50 mathematics teachers (66.0% female) and their n = 959 students (47.9% girls; Mage: 14.20, SD = .62). Longitudinal multilevel models revealed different paths from teachers' motivational beliefs to students' interest: a "behavioral management path" from teacher self-efficacy for classroom management (Time 1) to student interest (Time 3) through student-perceived classroom management (Time 2), an "affective support path" from teacher self-efficacy for engagement (Time 1) to student interest (Time 3) through socioemotional support (Time 2), and a "cognitive instruction path" from teacher educational interest (Time 1) to student interest (Time 3) through cognitive activation (Time 2). We did not find reciprocal relations between teachers' motivational beliefs and their teaching practices. Our findings suggest that different dimensions of teachers' motivational beliefs are associated with different teaching practices, which in turn relate to student motivation. Educational Impact and Implications StatementOur findings show that there are multiple paths that explain the relations between different teachers' motivational beliefs and students' mathematics interest: a behavioral management path, an affective support path, and a cognitive instruction path. Different facets of teachers' motivational beliefs are thus of varying importance for students' subject interest. Our results emphasize the need to develop and implement intervention programs that successfully increase teachers' motivational beliefs, because these beliefs are associated with teachers' use of beneficial teaching practices in the classroom. Such intervention programs, however, promise to be effective only when school authorities and education policymakers contribute to teachers' motivation by enhancing teachers' working conditions, such as relieving them of administrative tasks.

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A comparative analysis of predictors of teacher self‐efficacy in student engagement, instruction and classroom management in Nordic, Anglo‐Saxon and East and South‐East Asian countries

Cited by 13 publications

References 88 publications

What do the children and teachers say?: Voices on gender stereotyping in children's literature for MalaysianESLclassrooms

What do the children and teachers say?: Voices on gender stereotyping in children's literature for MalaysianESLclassrooms

The development of student teachers’ teacher self-efficacy before and during the COVID-19 pandemic

Tracing the signal from teachers to students: How teachers’ motivational beliefs longitudinally relate to student interest through student-reported teaching practices.

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