Which is more influential on teaching practice, classroom management efficacy or instruction efficacy? Evidence from TALIS 2018

Chen, Robin Jung-Cheng; Lin, Hsin-Chih; Hsueh, Yi-Lung; Hsieh, Chuan-Chung

doi:10.1007/s12564-020-09656-8

Cited by 15 publications

(8 citation statements)

References 37 publications

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“…In addition, These findings indicate that there is a similar pattern regarding the role of teacher self-efficacy exists between teacher collaboration and teaching practices in China and England. This is contradictory to the extant literature (e.g., C. Chen, 2017;Schwarzer & Scholz, 2000) where teacher self-efficacy was perceived as a cultural specific variable associated with individual and collectivist cultural values.…”

Section: Mediating Role Of Self-efficacy Between Teacher Collaboratio...contrasting

confidence: 90%

Effects of Teacher Collaboration on Teaching Practices in China and England: A Structural Equation Model With TALIS 2018 Data

et al. 2023

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Teacher collaboration has gradually become a common idea in the reform of teacher education all over the world. However, up to now, the current situation of teacher collaboration is still isolated and conservative to a certain extent. How to avoid being mere formality and promote the development of teachers’ cooperative practice effectively has become an urgent problem for educational researchers and practitioners. Based on the data of TALIS 2018, this study focuses on the impact of teacher cooperation on teaching practice in China and the United Kingdom, with teacher self-efficacy playing the mediating role. Above all, SPSS 23.0 was used for data preparation, descriptive statistics, and Pearson product difference correlation analysis. Then, maximum likelihood estimation and robust standard deviation (MLD) were applied to estimate confirmatory factor analysis and structural equation model through Mplus 7.4. In addition, bootstrap self-help sampling method was adopted to test the mediating effect. About the direct effects of teacher collaboration on teaching practices, the results indicated that exchange and co-ordination was positively related to clarity of instruction in both China and England while professional collaboration was not significantly related to clarity of instruction in the two countries. In terms of the mediating role of self-efficacy between teacher collaboration and teaching practices, the study revealed the indirect effects of professional collaboration on three sub-scales of teaching practices exist via teacher self-efficacy in both China and England. Theoretical and managerial implications regarding using teacher self-efficacy as a mediating variable to examine the effect of common collaboration forms on specific teaching practices were discussed. Limitations and further research were also offered.

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Section: Mediating Role Of Self-efficacy Between Teacher Collaboratio...contrasting

confidence: 90%

Effects of Teacher Collaboration on Teaching Practices in China and England: A Structural Equation Model With TALIS 2018 Data

et al. 2023

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“…Therefore, teachers may not have enough motivation to follow certain instructional practices, such as cognitive activation. Cognitive activation practices are relatively more difficult to perform than other instructional practices (Chen et al, 2020;OECD, 2019) and thus may require stronger motivation to do so.…”

Section: Discussionmentioning

confidence: 99%

Why do I teach? Teachers' instrumental and prosocial motivation predict teaching quality across East and West

Nalipay

King

Yeung

et al. 2022

Brit J of Edu Psychol

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Background: Individuals pursue teaching careers for numerous reasons, such as for instrumental or prosocial purposes. Aims: This study examined the personal (instrumental motivation) and social (prosocial motivation) utility of teaching as predictors of teaching quality in terms of clarity of instruction, classroom management, and cognitive activation. Sample: We used data from the Teaching and Learning International Survey (TALIS) 2018, which included 50,595 teachers from 1252 schools in 10 countries and regions. Methods: We performed a series of regression analyses to test a model of instrumental and prosocial motivation to predict three indicators of teaching quality (clarity of instruction, classroom management, and cognitive activation) while controlling for demographic characteristics (age, sex, educational level, and teaching experience). We examined this model in countries and regions from Eastern

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“…The most important school variable that determines educational success is teacher quality ( Hattie 2008 ). As a result, teachers’ beliefs about their ability and their professional knowledge can have a noteworthy positive impact on the atmosphere of school settings, educational goals, better learning, and teaching results ( Chen et al 2020 ). According to MacGilchrist et al ( 2004 ), enhancing teachers’ self-efficacy beliefs can contribute to improving successful collaborative professional development in a school’s process.…”

Section: Introduction and Shifting Paradigm In Giftednessmentioning

confidence: 99%

Environmental Factors for the Advancement of Teachers’ Self-Efficacy in Professional Development

et al. 2023

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There is a shifting paradigm in gifted education from person-based approaches (i.e., identifying giftedness) to process-based approaches (i.e., transacting giftedness). This new framework is centered on enriching educational opportunities that will make the process meaningful (i.e., gifted) to everyone in a setting. However, little is known about how this renewed perspective can be applied in teacher professional development. In line with the socio-ecological models, our study aims to identify the best appropriate model to describe teacher self-efficacy (i.e., the dependent variable in the study) as professional development from an ecological perspective and to propose an ecologically intelligent school (EIS) for the advancement of self-efficacy. Structural equation modeling (SEM) was performed to create a model using TALIS 2018 dataset. Afterward, indices of goodness-of-fit criteria were examined for each model. The results indicate that there is a complex ecological background, in that various factors affect the dependent variable. Model 3 was determined as the most suitable model that can be proposed as an ecologically intelligent school (EIS) for the advancement of self-efficacy. The factors within the three layers of the socio-ecological model—communication with teachers, communication with students, school climate, and feeling valued by the national level—altogether created an appropriate model explaining teacher professional development, regarding self-efficacy.

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Which is more influential on teaching practice, classroom management efficacy or instruction efficacy? Evidence from TALIS 2018

Cited by 15 publications

References 37 publications

Effects of Teacher Collaboration on Teaching Practices in China and England: A Structural Equation Model With TALIS 2018 Data

Effects of Teacher Collaboration on Teaching Practices in China and England: A Structural Equation Model With TALIS 2018 Data

Why do I teach? Teachers' instrumental and prosocial motivation predict teaching quality across East and West

Environmental Factors for the Advancement of Teachers’ Self-Efficacy in Professional Development

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