Which Is More Influential on Teaching Practice, Classroom Management Efficacy or Instruction Efficacy? Evidence from TALIS 2018

Autor/inn/en	Chen, Robin Jung-Cheng; Lin, Hsin-Chih; Hsueh, Yi-Lung; Hsieh, Chuan-Chung
Titel	Which Is More Influential on Teaching Practice, Classroom Management Efficacy or Instruction Efficacy? Evidence from TALIS 2018
Quelle	In: Asia Pacific Education Review, 21 (2020) 4, S.589-599 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Hsin-Chih)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-020-09656-8
Schlagwörter	Classroom Techniques; Self Efficacy; Instructional Effectiveness; Junior High School Teachers; Foreign Countries; Administrator Surveys; Teacher Surveys; Taiwan; Teaching and Learning International Survey (NCES) + Suchen Sie Ihr Suchwort? Klassenführung; Self-efficacy; Selbstwirksamkeit; Unterrichtserfolg; Ausland
Abstract	This study aims to explore relationship between teacher self-efficacy and teacher teaching practice in junior high schools at Taiwan. TALIS (2018) survey database is adopted, and 3106 teachers were analyzed in this research. Through literature review and exploratory factor analysis (EFA), the research model is assumed to include two constructs (classroom management efficacy and instruction efficacy) in teacher self-efficacy, and three constructs (clarity of instruction practice, cognitive activation practice, and classroom management practice) in teacher teaching practice. Through the analysis of Structural Equation Modeling (SEM), the main findings are as follows. (1) For clarity of instruction practice, instruction efficacy has more positive influences than classroom management efficacy. (2) For classroom management practice, classroom management efficacy as more positive influences than instruction efficacy. (3) For cognitive activation practice, instruction efficacy has positive influences but classroom management efficacy has negative influences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01