Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.772519
Title: An international perspective on teacher's self-efficacy : investigating personal, cultural, structural and environmental factors
Author: Fackler, Sina Veronika
ISNI:       0000 0004 7960 0059
Awarding Body: University of Oxford
Current Institution: University of Oxford
Date of Award: 2018
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Abstract:
This study investigates the variation of predictors of teachers' self-efficacy (TSE) in 32 OECD countries and a sub-set of three country clusters containing Anglo-Saxon, Nordic and East and South-East Asian countries (ESEA), offering a cultural perspective on TSE. TSE is defined as a tripartite measure comprising TSE in student engagement, instruction and classroom management. It has been found to be a useful tool to explain differences as to why some teachers are convinced of their ability to bring about change in their students' learning, while others do not believe in their abilities. The study makes use of the Teaching and Learning International Survey (TALIS) 2013, published by the OECD, that has information of about 104.000 teachers in about 6.500 schools. It is one of very few multi-level studies in the field and brings together variables describing the teachers, the classroom, the principal and the school. Firstly, it was found that the three domains of TSE are related to the predictors in different ways and most variation in terms of the relationship was found for the classroom setting. Proportionally, most variation could be explained within schools, whereas individual differences between teachers accounted for most variation in TSE within teachers. Secondly, the predictors were associated differently in each domain of TSE across the three country clusters, as i.e. most classroom predictors were significant in the ESEA countries, but rather few in the Nordic countries, whereas student background features were relevant for ex-plaining variation in the Anglo-Saxon countries. This study was able to contribute to providing levers for education policy and practice to improve the workplace of teachers. It shed light on to how teachers in different cultural settings experience TSE in different ways, although they work in similar institutions. The large sample size allowed robust and generalizable results as well as the application of advanced statistical methods like multilevel- and structure equation modelling. Hence, the study contributes to knowledge on a methodological, practical and theoretical level.
Supervisor: Malmberg, Lars-Erik ; Sammons, Pamela Sponsor: Economic and Social Research Council
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.772519  DOI: Not available
Keywords: Education
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