Going beyond previous studies of Teacher Self-Efficacy (TSE) we investigated the effects of personal characteristics, student group and school contextual features, and leadership effects on teachers' ...self-efficacy among 44,701 teachers in 2648 schools in 14 OECD countries (in the TALIS 2007 dataset). 88.7% of the variance in TSE resided between teachers, 2.9% between schools, and 8.5% between countries. Going beyond previous single-country studies, we show that students' achievement and SES are relevant internationally. Furthermore, the principal's work experience and the leadership style were significant predictors of TSE, and thus suggest a new direction for research in TSE.
•We investigate teacher characteristics, classroom- and school features and leadership in relation to teachers' self-efficacy.•We go beyond previous studies by including multiple countries.•We analyse 44,000 teachers in 2,800 schools in 14 OECD countries based on the 2008 Teaching and Learning International Survey.•Characteristics like the students' achievement or SES are relevant internationally.•The principal's work-experience and leadership style were significant predictors of TSE.
We examined three common sources of teacher stress (workload, student behavior, expectation stress) to identify teacher and school profiles. Data from the Teaching and Learning International Survey ...(TALIS) 2018 were used (n = 3117 teachers from 255 Australian schools). Latent profile analysis (LPA) revealed five teacher profiles: Low-Burden (17%), Mixed-Burden-Workload (15%), Mixed-Burden-Behavior (19%), Average-Burden (41%), and High-Burden (18%). Multilevel LPA identified three school profiles: Lower Pressure Climate (Workload) (17%), Lower Pressure Climate (Behavior) (23%), and Higher Pressure Climate (59%). The profiles were associated differently with background characteristics and work-related outcomes (strain, occupational commitment). Findings provide directions for efforts to support teachers.
•Profiles of stress among teachers and schools were examined.•Five teacher profiles and three school profiles were identified.•Background characteristics were associated differently with the profiles.•The profiles were associated with different levels of strain and occupational commitment.•Findings highlight the importance of considering both individual stress and the school context.
This paper provides new evidence on the link between primary and secondary teacher workload and wellbeing for five predominately English-speaking education systems (England, Australia, ...Alberta-Canada, New Zealand, United States). It illustrates how, by ignoring potential non-linearities and measurement error, previous research may have missed key aspects of the workload-wellbeing relationship. We also demonstrate how the time that teachers spend marking is the key driver of workload stress and poor levels of workplace wellbeing across English-speaking countries.
•Longer working hours are associated with higher levels of workload stress.•Much of the previous literature on this issue may have underestimated the strength of this relationship due to measurement error.•The link between working hours and workload stress may be non-linear, with teachers' quality of life declining once they work more than 55 h per week.•The time that teachers spend upon marking is found to be particularly detrimental to their wellbeing.
This study makes a new contribution to the study of teacher self-efficacy (TSE) by investigating the relationship between teacher-, classroom-, school- and principal characteristics jointly and three ...domains of TSE: student engagement, instruction and classroom management using multilevel modelling. It uses the TALIS data-set by the OECD comprising 32 countries. The characteristics were found to be differently related to the three domains of TSE; most notably those concerning the classroom. This – together with the results of structure equation models – indicate that TSE is a multi-dimensional construct, which is relevant internationally. The findings are relevant to education researchers, policy makers and practitioners.
•Three domains of TSE: instruction, student engagement and classroom management.•Predictors concerned teachers, classrooms, principals and schools in 32 countries.•Predictors were related differently to the domains of TSE internationally.•MSEM revealed most unexplained variance among teachers, least among schools.•The classroom environment makes a bigger difference in TSE than the school.
Theoretical models and empirical studies have long assumed that the positive association between teacher self-efficacy (TSE) and job satisfaction (JS) is invariant regardless of any teacher factors ...and that TSE predicts JS. Using OECD TALIS 2018 data and a three-time point longitudinal Croatian data, we test these assumptions by examining the invariance of the association between TSE and JS across four factors (gender, career stage, educational levels, and time) and the causal ordering of the two constructs. We find support for the first assumption but not the second; that is, JS predicts TSE and TSE does not predict JS.
•The association between teacher self-efficacy and job satisfaction is invariant across teacher demographics and time.•Job satisfaction predicts future teacher self-efficacy.•Teacher self-efficacy does not predict future job satisfaction.
Concerning the critical function of teachers' teaching autonomy in instructional practice and professional development, this study explores the relative importance of three predictive mechanisms: a. ...professionalism of teachers, b. complexity of teaching practice, and c. culture of individualism. Using the sample of 118,347 teachers from 8262 schools in 27 countries derived from the 2018 Teaching and Learning International Survey (TALIS), we applied a three-level hierarchical linear model (HLM) for analysis. We found that teachers’ teaching autonomy was mainly predicted by the professionalism of teachers and the culture of individualism rather than the complexity of teaching practice. Implications for individual teachers, school leaders, and policymakers are discussed.
Many calls have been made for more research on social studies teachers' practices and preservice training. Instructional practices employed by teachers are important for encouraging student learning. ...However, there is a history of social studies teachers focusing much of their time on teacher-centered instructional techniques that have not demonstrated strong learning for students. Therefore it is important to examine not just how teachers chose to teach, but also where they may have learned to teach. This study examined data from the Teaching and Learning International Survey (TALIS) 2018 of 240 secondary social studies teachers to understand what instructional practices they report employing and their feelings about their preparation. Data analysis provided direct empirical evidence of the power of teacher preparation programs to shape social studies teachers’ instructional practices well into their teaching careers.
O Programme for International Student Assessment (PISA) e o Teaching and Learning International Survey (TALIS) são estudos coordenados pela (OECD) com o objetivo de avaliar as competências que os ...alunos de 15 anos adquiriram para a vida ativa e o ensino e a aprendizagem no 3.º ciclo do ensino básico, através das opiniões de docentes, diretores e pais. Neste artigo, calculámos as correlações lineares entre os resultados, por países, dos 61 indicadores do TALIS 2018 e os resultados globais do PISA 2018, em Leitura, Matemática e Ciências. Verificámos que os parâmetros relacionados com as competências e conhecimentos básicos dos professores têm maior correlação com os resultados do PISA dos que os relacionados com prestígio, responsabilidade e autonomia e que o empenhamento dos professores e diretores na sua formação e desenvolvimento profissional tem correlação positiva com os resultados dos alunos no PISA. Verificámos também que a escassez ou inadequação de tecnologia digital para o ensino tem correlações negativas com as competências para a vida dos alunos e que o uso das tecnologias de informação e comunicação (TIC) no ensino não se traduz em melhores resultados no PISA.
straipsnis ir santrauka lietuvių kalba; santrauka anglų kalba Straipsnyje analizuojama, kaip filosofijos ir kasdienybės santykis buvo interpretuojamas klasikinės filosofijos paradigmoje. Talio ir ...tarnaitės istorijoje įtvirtinta perskyra tarp filosofijos ir kasdienybės perkeliama į ontologijos ir gnoseologijos diskursą. Platono olos alegorija interpretuojama kaip ontologinis, o Descartes’o teorija kaip gnoseologinis kasdienybės transcendavimo ir suspendavimo būdas. Straipsnyje argumentuojama, kad dominuojančioje klasikinėje paradigmoje kasdienybė traktuojama kaip kliūtis filosofiniam pažinimui pasiekti. Būtent todėl kasdienybę reabilituojanti šiuolaikinė filosofija siekia diversifikuoti unifikuotą kasdienybės sampratą ir parodyti, kad kasdienybė – tai įvairialypis darinys,kuriame gali koegzistuoti skirtingos kasdienybės galios.
The current article examines the effects of teacher classroom autonomy and school culture on collective teacher innovativeness, through integrated professional learning. This examination draws upon ...an analysis of TALIS dataset 2018 gathered from 241 426 teachers of 15 672 schools in 48 OECD countries, using a multilevel structural equation modelling approach. The article underscores the importance of enhancing teachers' sense of classroom autonomy and collaborative school culture to promote collective teacher innovativeness. It suggests that a collaborative culture would encourage teachers to participate in integrated professional learning activities, and that collective participation in professional learning would enhance teachers’ collective innovativeness.
•Teacher autonomy and school culture influence collective teacher innovativeness.•Teacher autonomy and collaboration are positively interrelated.•A collaborative culture promotes teachers' participation in professional learning.•Collective participation in professional learning enhances innovativeness.
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