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.
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Chen, R.JC., Lin, HC., Hsueh, YL. et al. Which is more influential on teaching practice, classroom management efficacy or instruction efficacy? Evidence from TALIS 2018. Asia Pacific Educ. Rev. 21, 589–599 (2020). https://doi.org/10.1007/s12564-020-09656-8
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DOI: https://doi.org/10.1007/s12564-020-09656-8