Which is more influential on teaching practice, classroom management efficacy or instruction efficacy? Evidence from TAL
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Which is more influential on teaching practice, classroom management efficacy or instruction efficacy? Evidence from TALIS 2018 Robin Jung‑Cheng Chen1 · Hsin‑Chih Lin2 · Yi‑Lung Hsueh3 · Chuan‑Chung Hsieh3 Received: 3 May 2020 / Revised: 23 October 2020 / Accepted: 27 October 2020 / Published online: 19 November 2020 © Education Research Institute, Seoul National University, Seoul, Korea 2020
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. Keywords Teacher self-efficacy · Teaching practice · TALIS 2018
Introduction Teacher quality is the most important school variable that determines the success of education (Hattie 2009). As stated by the Organization for Economic Cooperation and Development (OECD), “Future-oriented Teaching: Effective Classroom Practices to Change Education”, regardless of teachers’ socio-economic backgrounds, languages, or identities, when they use teaching practices that improve students’ performance and develop their potential, the education is effective. Research on teacher cultivation and teacher selfefficacy increasingly believes in the importance of teacher self-efficacy (Klassen and Tze 2014; Klassen et al. 2011; Tschannen-Moran and Hoy 2001). Besides, relevant research has shown that multi-faceted teacher teaching practices are very important for students’ learning outcomes, and also * Hsin‑Chih Lin [email protected] 1
National Chengchi University, Taipei, Taiwan
2
National Academy for Educational Research, New Taipei City, Taiwan
3
National Tsing Hua University, Hsinchu, Taiwan
relates to learning motivation and academic achievements (Baumert et al. 2010; Creemers and Kyriakides 2008; Hattie 2009; Isac et al. 2015; Kunter et al. 2013; O’Dwyer et al. 2015). Although the importance of teacher self-efficacy and teaching practice are obvious, it is often overlooked in the influence of teacher self-efficacy on teachers’ teaching practice. In other words, the possible structural model of teacher self-efficacy affecting teaching practice needs to be clarified. Teach
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