Teachers’ self-efficacy beliefs for teaching math: Relations with teacher and student outcomes

Social cognitive theory posits that teacher self-efficacy beliefs should be related to not only their own well-being outcomes but also classroom processes and student outcomes in the general ecology of the classroom environment. However, little research has directly examined the associations of teachers’ self-efficacy beliefs with these teacher and student-level outcomes simultaneously. The present study proposes and tests an integrative model of the relations of teachers’ self-efficacy for teaching math with their job satisfaction and student math achievement both directly and indirectly via interaction quality as a critical dimension of the quality of classroom processes. Additionally, student level relational and motivational predictors of math achievement, including individual perceptions of student-teacher interaction quality and math self-concept, are included per the ecology of the classroom environment. Based on data from over 6000 4th grade students and 450 teachers, results of multilevel structural equation modeling revealed that teachers’ self-efficacy beliefs for teaching math were positively associated with teachers’ job satisfaction and class levles of math achievement and interaction quality. At the individual student level, individual levels of math self-concept were positively associated with math achievement, and individual perceptions of interaction quality were positively associated with math self-concept. However, a negative association between residualized interindividual perceptions of interaction quality and math achievement was observed.     

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.     

绩效评价与一流大学教师的成长

大学教师绩效评价是组织基于一定的评价标准对教师工作绩效进行价值判断的过程,教师个体与相关组织根据评价结果做出反馈,实现双方互动。根据工作需求—资源理论,绩效评价是大学组织向教师个体提出的任务需求,具有诊断性、鉴定性、导向性、调控性和激励性等功能。但在教育实践中,评价指标体系本身的合理性及教师对它的理解都可能与评价的初衷出现背离,从而影响评价实施的效果。因此需要在充分认识教师劳动本质的前提下,重视指标体系的科学化建设,释放评价指标体系的多重功能,真正深化一流大学评价改革。     

对学科馆员工作职责和发展定位的思考

作者认为,学科馆员的工作职责是随着社会进步而不断扩展的;各个大学图书馆学科馆员的工作职责都带有自己的特殊性,受到校情、馆情等多种条件的制约;学科馆员的发展定位应该是学科文献信息专家,而不是学科专家;研究型大学图书馆和教学研究型大学图书馆应当把培养学科文献信息专家作为人才培养的重要内容。     

基于SEM的高校图书馆员工作满意度研究

根据结构方程模型（SEM）理论,利用我国25家高校图书馆的相关调查数据,研究我国高校图书馆员工作满意度五个影响因素的相对重要性。模型分析表明,这五个因素对高校图书馆员工作满意度的影响大小依次为：薪资待遇、工作本身、图书馆组织因素、人际关系、发展前景。在这五个因素中,除“薪资待遇”因素外,其他因素皆可以在高校图书馆实际工作中进行调整,从而为高校图书馆提高工作绩效提供启示。     

Applying the Job Demands-Resources Model to exploring predictors of innovative teaching among university teachers

This study proposed a conceptual model examining innovative teaching as the outcome. The model included both dual processes (the health impairment and motivation processes) and mediation and moderation perspectives. Results from testing the model among university teachers indicated that teaching-research conflict (job demands) positively predicted exhaustion. Teacher self-efficacy (personal resources) negatively predicted exhaustion and indirectly related to innovative teaching via teaching motivation. Job insecurity was revealed as a moderator that strengthened the positive relationship between teaching-research conflict and exhaustion, and weakened the negative relationship between teaching-research conflict and teaching motivation and the positive relationship between teacher self-efficacy and teaching motivation.     

Relationships between met-expectation and attitudinal outcomes of coaches in intercollegiate athletics

The purpose of this study was to examine direct and indirect relationships between met-expectation and coaches’ attitudinal work-related outcomes (job satisfaction and organizational commitment) through the mediating effects of perceived organizational support. A total of 260 coaches at National Collegiate Athletic Association (NCAA) Division I, II, and III institutions in the United States participated in the online survey. The results of structural equation modeling (SEM) indicated full mediation of perceived organizational support between met-expectation and job satisfaction and partial mediation of perceived organizational support between met-expectation and organizational commitment. In addition, the results of multiple group SEM revealed distinct paths between high profile sports and non-high profile sports. Met-expectation had only indirect relationships with job satisfaction and organizational commitment through perceived organizational support for coaches in high-profile sports. However, met-expectation had both direct and indirect relationships with organizational commitment for coaches in non-high profile sports. The results generally support the effects of met-expectation on coaches’ attitudes, which highlights the importance of clear expectations for coaches and their immediate supervisors.     

“女”族词命名方式探讨

女性词语纷繁复杂,历来对她们的研究更多的局限于表亲属类词语的探讨。文章通过整理汉语文献,从类型学的角度出发,着力厘清她们的来源,发现人类语言中女性称呼词语的来源与女性的身体、外貌、工作、住所等有着密切关系。     

Understanding teacher empowerment: Teachers' perceptions of principal's and immediate supervisor's empowering behaviours,psychological empowerment and work-related outcomes

This study examined the predictive relationships among teachers' perceptions of principal's and immediate supervisor's empowering behaviours, teachers' psychological empowerment and three teachers' work-related outcomes in terms of job satisfaction, organisational commitment and professional commitment. 304 teachers in Singapore participated in this study. Results from path analysis indicated that the four dimensions of psychological empowerment (i.e. ‘meaning’, ‘competence’, ‘autonomy’, and ‘impact’) mediated the relationships between teachers' perceptions of immediate supervisor's empowering behaviours and teachers' work-related outcomes. However, only ‘meaning’, ‘autonomy’ and ‘impact’ dimensions of psychological empowerment mediated the relationships between teachers' perceptions of principal's empowering behaviours and teachers' work-related outcomes.     

高校图书馆岗位评价的优化设计研究

层次分析法具有实用性、系统性、简洁性等显著优点,比较适合高校图书馆的岗位评价,但也存在参与人数有限和构建结构不严谨等局限。综合利用半结构式深度访谈法、问卷调查法及因子分析法对基于层次分析法设计的高校图书馆岗位评价方案进行优化,可以有效地弥补层次分析法的缺陷,较好地反映高校图书馆各岗位的相对价值,可操作性强,得到了馆员的普遍认可。