Teacher Quality Indicators as Predictors of Instructional Assessment Practices in Science Classrooms in Secondary Schools in Barbados

This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience, professional qualification and teacher academic qualification). It also sought to determine the extent to which each of these four selected variables individually and jointly affected the teachers’ report of their instructional assessment practices. A sample of 55 science teachers from nine secondary schools in Barbados was randomly selected to participate in this study. Data was collected by means of a survey and was analyzed using the means and standard deviations of the instructional assessment practices scores and linear, multiple and binary logistic regression. The results of the study were such that the majority of the sample reported good overall instructional assessment practices while only a few participants reported moderate assessment practices. The instructional assessment practices in the area of student knowledge were mostly moderate as indicated by the sample. There were no statistically significant differences between or among the mean scores of the teachers’ reported instructional assessment practices based on sex ( t?=?0.10; df?=?53; p?=?0.992), teaching experience ( F[4,50]?=?1.766; p?=?0.150), the level of professional qualification (F[3,45]?=?0.2117; p?=?0.111) or the level of academic qualification (F[2,52]?=?0.504; p?=?0.607). The independent variables (teacher sex, teaching experience, teacher professional qualification or teacher academic qualification) were not significant predictors of the instructional assessment practices scores. However, teacher sex was a significant predictor of the teachers’ report of good instructional assessment practices. The study also found that the joint effect of the variables teacher sex, teaching experience, teacher professional qualification and teacher academic qualification was not significant in predicting the instructional assessment practices scores of the science teachers. However, the joint effect of these variables was statistically significant (X ²?=?18.482; df?=?10; p?=?0.047) in predicting the teachers’ reported use of good instructional assessment practices. The best predictor of teachers’ report of good instructional assessment practices, though not statistically significant, was the diploma in education professional qualification.     

Gender Difference in Teachers’ Mathematical Knowledge for Teaching in the Context of Single-Sex Classrooms

This study examines gender differences of teachers on their mathematical knowledge for teaching in the context of single-sex classrooms in Saudi Arabia. A translated version of the Mathematical Knowledge for Teaching (MKT) instrument (Learning Mathematics for Teaching [LMT], 2008) in Number and Operation Content Knowledge (CK) and Knowledge of Content and Student (KCS) scales were administered to 197 teachers (146 male and 51 female). Two-sample t test and multiple regression were conducted to compare the two groups and test the effect of teacher background variables. Female teachers significantly scored better than their male counterpart. Gender, years of teaching experience, and specialization significantly predicted teachers’ content knowledge, F(3, 187) = 13.180, explaining 41.8 % of the variance. Only gender and specialization significantly predicted teachers’ knowledge of content and student, F(2, 191) = 6.335, explaining 24.9 % of the variance. Further comparing items in the MKT instrument where female teachers outperformed male teachers confirmed that female teachers were better in attending to the content knowledge in the context of student’s learning.     

A comparative examination of Canadian and American pre-service teachers’ self-efficacy beliefs for literacy instruction

This study explored Canadian and American pre-service elementary teachers’ self-efficacy beliefs for literacy instruction, as well as the contextual factors (i.e., course and field experiences) that contribute to these self-efficacy beliefs. Survey data were collected over a two-year period at the beginning and end of a required elementary literacy methods course that assessed pre-service teachers’ self-efficacy for literacy instruction. A content analysis of the American and Canadian literacy methods course syllabi was also conducted. Paired t test results showed no significant difference in pre-service teachers’ literacy teaching self-efficacy scores from pre-test to post-test; however, there was a significant difference in the pre-service teachers’ literacy efficacy beliefs related to oral reading from the beginning to the end of the course. A weak negative correlation was found between the Canadian pre-service teachers’ total Teachers’ Sense of Efficacy for Literacy Instruction (TSELI; Tschannen-Moran & Hoy, 2011) scores and their teaching experience specific to literacy instruction, r = ? .1, p = .04. There was a positive correlation between Canadian pre-service teachers’ self-efficacy scores related to engagement and differentiated instruction and their volunteer and work experiences. A positive correlation existed between Canadian and American pre-service teachers’ self-efficacy for reading/writing connections and university coursework related to literacy instruction. Implications for literacy teacher educators and recommendations for literacy instruction are discussed.     

Teacher factors and perceived assessment practices needs of social studies teachers in Cross River State, Nigeria

This study evaluated perceived assessment practices needs among social studies teachers in Cross River State, Nigeria, in relation to some teacher factors (attitude towards social studies, sex, teaching experience and educational qualification). Subjects who participated in this study were 297 social studies teachers (144 males and 153 females) from 116 secondary schools in the state. Teacher Classroom Assessment Practices Needs Questionnaire (TCANQ) and Teacher Attitude towards social studies Inventory were used for data collection in the study. Cronbach coefficient alpha of .81 and .93 were obtained as estimate of construct validity and internal consistency reliability for the Teacher Classroom Assessment Practices Needs Questionnaire and the Teacher Attitude towards social studies Inventory respectively. Independent t-test, one way analysis of variance and Pearson Product Moment correlation were used to test the hypotheses. Results indicated that gender and teacher qualification significantly influence perceived assessment practices needs of social studies teachers. Significant positive relationship was observed between years of teaching experience and expressed assessment practices needs; and between attitude towards social studies and assessment needs. It was concluded that factors such as years of teaching experience, attitude towards social studies, gender and educational qualification significantly influence social studies teachers perceive priority needs in assessment practices.     

Relations among preschool teachers' self-efficacy,classroom quality,and children's language and literacy gains

This study examined the relations among preschool teachers' self-efficacy (n = 67), classroom quality (instructional and emotional support), and children's (n = 328) gains in print awareness and vocabulary knowledge over an academic year in the US. Results indicated that teachers' self-efficacy and classroom quality served as significant and positive predictors of children's gains in print awareness but not vocabulary knowledge. However, results also showed a significant interaction among teachers' self-efficacy, classroom quality, and vocabulary gains: for children of teachers with higher levels of self-efficacy, higher levels of classroom quality (emotional support) were associated with higher vocabulary gains.     

Teacher self-efficacy and enthusiasm: Relations to changes in student-perceived teaching quality at the beginning of secondary education

Teaching quality is a key factor in student academic success, but few studies have investigated how teaching quality changes at the beginning of secondary education and how such changes are predicted by dimensions of teacher motivation. This study investigated the changes in class-level student perceptions of teaching quality over one school year at the beginning of secondary school and examined how teachers' self-efficacy and enthusiasm predicted such changes. Data from 1996 students (53.8% male; mean age: 11.09 years, SD = 0.55) and their homeroom teachers (N = 105), who were surveyed at the beginning of Grades 5 and 6, were analyzed. Results showed a significant decline in class-level student-perceived emotional support, classroom management, and instructional clarity. Teacher-reported self-efficacy was not significantly related to changes in teaching quality. Teacher-reported enthusiasm buffered the decline in students’ class-level classroom management.     

Teachers’ motivational profiles and their longitudinal associations with teaching quality

This study used an integrated theoretical approach to investigate teacher motivation and its influence on teaching quality. Drawing on Expectancy-Value-Theory and Achievement-Goal-Theory, a person-centered approach was used to investigate how multiple characteristics (i.e., self-efficacy, enthusiasm, and goal orientation) combined to form teachers’ motivational profiles. The profiles were then analyzed to see if there was a link to teaching quality. Latent profile analysis for 156 secondary-level mathematics teachers identified three motivational profiles which differed only in their performance goals: low performance goal-oriented (49%), high performance goal-oriented (38%), and high performance-avoidance goal-oriented (13%). Multilevel path analysis showed that motivational profile membership was not significantly related to student-rated teaching quality when baseline teaching quality was controlled (N = 1497 available on both measurement points). The findings revealed that the link between teacher motivation and teaching quality was less clear than expected. Possible reasons for the results are discussed.     

Teachers’ classroom management self-efficacy,perceived classroom management and teaching contexts from beginning until mid-career

Teacher self-efficacy for classroom management is an important component of teachers' identity with implications for their teaching quality. Theoretically, it has been described that contextual variables play an important role for self-efficacy development and its consequences. However, little is known about the interrelationships of job resources and demands with teacher self-efficacy, and consequences for teachers' professional behaviors. We extend teacher self-efficacy research by drawing on the Job Demands-Resources model in examining contextual influences on developmental dynamics between classroom management self-efficacy and teacher-reported classroom management, from prior to qualifying as a teacher until mid-career. Participants were 395 primary and secondary Australian school teachers. Longitudinal structural equation models showed teachers’ classroom management self-efficacy positively related to aspects of their perceived classroom management, particularly during early career. Between early and mid-career, the positive relationship between self-efficacy and classroom management was moderated by early career excessive demands. Implications are outlined for teacher education and school administration.     

Jordanian twelfth-grade science teachers’ self-reported usage of science and engineering practices in the next generation science standards

This study investigated the degree that Science and Engineering Practices (SEPs) criteria from the Next Generation Science Standards (NGSS) were included in self-reported teaching practices of twelfth-grade science teachers in Jordan. This study sampled (n?=?315) science teachers recruited from eight different public school directorates. The sample was surveyed using an instrument adapted from Kawasaki (2015). Results found that Jordanian science teachers incorporate (SEPs) in their classroom teaching at only a moderate level. SEPs applied most frequently included ‘using the diagram, table or graphic through instructions to clarify the subject of a new science,’ and to ‘discuss with the students how to interpret the quantitative data from the experiment or investigation’. The practice with the lowest frequency was ‘teach a lesson on interpreting statistics or quantitative data,’ which was moderately applied. No statistically significant differences at (α?=?0.05) were found among these Jordanian science teachers’ self-estimations of (SEP) application into their own teaching according to the study’s demographic variables (specialisation, educational qualification, teaching experience). However, a statistically significant difference at (α?=?0.05) was found among Jordanian high school science teachers’ practice means based on gender, with female teachers using SEPs at a higher rate than male teachers.     

How do self-efficacy,contextual variables and stressors affect teacher burnout in an EFL context?

This study was an attempt to investigate the relationships among stressors, contextual variables, self-efficacy and teacher burnout in Iran as an EFL (English as a Foreign Language) context. A battery of questionnaires was administered to 216 English language teachers of private language institutes. Using Amos version 20, structural equation modelling was run to examine the proposed model of the study. The findings showed that contextual variables could directly cause teacher burnout. They could also do so indirectly by giving rise to stressors, which would in turn increase burnout. The results also highlighted the possible direct and indirect role of self-efficacy in reducing teacher burnout. We argue that self-efficacy could function as a mediator or moderator variable which would reduce the negative effects of contextual variables and stressors on teacher burnout. The results of the present study have important implications for various stakeholders in pedagogy.     

The effect of student teaching experience on preservice elementary teachers’ self-efficacy beliefs for technology integration in the UAE

This study examines the effect of the student teaching experience on preservice elementary teachers?? self-efficacy beliefs and the sources of their beliefs about technology integration in teaching in the UAE. The participants were 62 pre-service elementary teachers at the United Arab Emirates University. Pre- and post-survey was administered to examine participants?? self-efficacy beliefs for technology integration prior to and at the end of the teaching experience. Additionally, a purposeful subset of the sample (n?=?16) were interviewed based on their high self-efficacy belies to explore the sources of the high self-efficacy beliefs. Results showed a significant effect of student teaching experiences on participants?? judgment of their self-efficacy about technology integration. Mastery experience and vicarious experience reported to be the most influential sources of self-efficacy to integrate technology among preservice elementary teachers.     

The differential antecedents of self-efficacy beliefs of novice and experienced teachers

Among the sources of teachers’ self-efficacy beliefs, mastery experiences are postulated to be the most potent. Thus it seems likely that other sources of self-efficacy would play a larger role early in learning when fewer mastery experiences are available. Among the 255 novice and careers teachers who participated in this study, contextual factors such as the teaching resources and interpersonal support available were found to be much more salient in the self-efficacy beliefs of novice teachers. Among experienced teachers, for whom an abundance of mastery experiences were available, contextual factors played far less important a role in their self-efficacy beliefs.     

Beliefs systems and classroom practices: Identified typologies of elementary school teachers from the United States

In a mixed-methods study, the authors investigate teacher typologies of elementary teachers (N = 132) in the United States based on their reformed science teaching beliefs. Additionally, the identified teacher typologies were compared with respect to their science content knowledge, self-efficacy and epistemic beliefs. Results revealed three clusters of teachers with different combinations of teaching beliefs and practices. Comparative analysis indicated significant differences among teacher typologies with respect to their epistemic beliefs and teaching efficacy beliefs. Additionally, interview results enhanced the depth of understanding of participants' views for reformed science teaching and further highlighted differences in the typologies. Study implications are considered with regard to improving teacher quality and preservice teacher training.     

A Holistic Model to Infer Mathematics Performance: The Interrelated Impact of Student,Family and School Context Variables

The present study aims at exploring predictors influencing mathematics performance. In particular, the study focuses on internal students' characteristics (gender, age, metacognitive experience, mathematics self-efficacy) and external contextual factors (GDP of school location, parents' educational level, teachers' educational level, and teacher beliefs). A sample of 1749 students and 91 teachers from Chinese primary schools were involved in the study. Path analysis was used to test the direct and indirect relations between the predictors and mathematics performance. Results reveal that a large proportion of mathematics performance can be directly predicted from students' metacognitive experiences. In addition, other student characteristics and contextual variables influence mathematics performance in direct or indirect ways.     

Does school context moderate longitudinal relations between teacher-reported self-efficacy and value for student engagement and teacher-student relationships from early until midcareer?

Teachers’ self-efficacy and value represent two central components of their motivation. However, there is a scarcity of knowledge regarding the relevance of value for teaching quality and student outcomes, as well as the extent to which interrelations depend on contextual resources and demands. Engaging students in their learning is an essential aspect of teachers’ work which should promote warm and positive relationships between them and their students. Not only teachers’ self-efficacy for student engagement, but also the value they attach to being able to engage students, should be important for teacher-student relationship quality. Using longitudinal structural equation models, we analyzed relations between self-efficacy and value for student engagement, reported teacher-student relationships, and the potential moderating roles of perceived excessive work demands and the resource of school belonging. Data from 395 Australian teachers in primary and secondary schools encompassed 3 timepoints from the end of teacher education, during teachers’ early career (average 3 years teaching), and midcareer (average 10 years teaching). Informed by social cognitive, expectancy-value and job demands-resources theories, key findings revealed that teachers’ reported relationships with their students at midcareer were predicted only at low levels of perceived excessive demands, by early career self-efficacy and early career value in interaction with self-efficacy. At midcareer, value associated with teacher-reported relationships with students only at low levels of excessive demands, and school belonging. Conversely, perceived teacher-student relationship in early career predicted teachers’ value for student engagement at midcareer. Implications for theory, teacher education and teachers’ professional practice are discussed.     

Gender Difference in Teachers’ Mathematical Knowledge for Teaching in the Context of Single-Sex Classrooms

This study examines gender differences of teachers on their mathematical knowledge for teaching in the context of single-sex classrooms in Saudi Arabia. A translated version of the Mathematical Knowledge for Teaching (MKT) instrument (Learning Mathematics for Teaching [LMT], 2008) in Number and Operation Content Knowledge (CK) and Knowledge of Content and Student (KCS) scales were administered to 197 teachers (146 male and 51 female). Two-sample t test and multiple regression were conducted to compare the two groups and test the effect of teacher background variables. Female teachers significantly scored better than their male counterpart. Gender, years of teaching experience, and specialization significantly predicted teachers’ content knowledge, F(3, 187) = 13.180, explaining 41.8 % of the variance. Only gender and specialization significantly predicted teachers’ knowledge of content and student, F(2, 191) = 6.335, explaining 24.9 % of the variance. Further comparing items in the MKT instrument where female teachers outperformed male teachers confirmed that female teachers were better in attending to the content knowledge in the context of student’s learning.

     

Managing peer relations: A dimension of teacher self-efficacy that varies between elementary and middle school teachers and is associated with observed classroom quality

This study examined the nature of teachers' self-efficacy, differences between elementary and middle school teachers' self-efficacy and the implications for observed classroom quality. Teachers (N = 101; 61% female and 85% European American) completed a survey and 96 were observed teaching two different classes. The sample included 6th grade (n = 44) and 7th grade (n = 30) teachers from six middle schools and 5th grade teachers (n = 27) from twelve feeder elementary schools. Exploratory factor analysis indicated that teachers' self-efficacy for managing peer relations is a distinct dimension from teachers' self-efficacy for classroom management, instruction and student engagement. Teachers felt less efficacious about managing peer relations compared to classroom management and instruction. Further, middle school teachers reported lower self-efficacy for classroom management and managing peer relations compared to elementary school teachers. For elementary and middle school teachers, their self-efficacy for classroom management and for managing peer relations was associated with some aspects of observed classroom quality.     

Teachers' attitudes and self-efficacy on implementing inclusive education in Japan and Finland: A comparative study using multi-group structural equation modelling

This study aims to explore relationships between teachers' attitudes, self-efficacy, and background variables regarding inclusive education by using a sample of 359 Japanese and 872 Finnish teachers. A multi-group structural equation modelling was conducted to find similarities and differences in how the background variables predict teachers' attitudes and self-efficacy. Experience in teaching students with disabilities had a positive effect on teachers' attitudes and self-efficacy in both countries. However, teachers' teaching career and the amount of inclusive education training affected them differently in Japan and Finland. The findings could be used to improve inclusive education training for pre- and in-service teachers.     

Contribution of a professional development programme to the quality and retention of teachers in an urban environment

This study examined the effects of a professional development programme aimed at equipping teachers for the challenges of teaching in urban schools. The contribution of the programme to teacher quality and teacher retention was evaluated using a mixed research design in which both quantitative (N?=?133) and qualitative (N?=?42) approaches were used. The results showed a significant effect of the programme on teacher knowledge and self-efficacy. Furthermore, teachers greatly appreciated the programme and they perceived a positive impact on their competences, self-efficacy and professional orientation. The opportunity to share experiences within a network of teachers was considered the most valuable element of the programme.     

The role of cultural values in teacher and student self-efficacy: Evidence from 16 nations

Data from a large study (PISA, 2015) involving more than 132,000 children and 22,000 of their teachers, in 16 nations, were used to investigate how teachers convey self-efficacy to students when they teach and whether this is culturally grounded. Using a multilevel data analysis framework, we aimed to: (1) test a path linking teacher and student self-efficacy; (2) examine teaching practices as mediators of the links between teachers and student self-efficacy; (3) evaluate the moderating roles of cultural values on those links. Results indicated that teacher and student self-efficacy were linked indirectly through the use of teaching practices, more strongly through inquiry-based practices. We found cross-cultural differences on the associations between student-perceived teaching practices and student self-efficacy that were moderated by two country-level cultural values: individualism and uncertainty avoidance. This study highlights that, although academic self-efficacy is considered universal, we found cultural differences in its sources and manifestations.