Teacher self-efficacy in cross-national perspective |
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| Institution: | 1. Research Institute of Child Development and Education, University of Amsterdam, The Netherlands;2. Utrecht University, The Netherlands;1. College of Education, University of Nevada Las Vegas, United States;2. School of Education, University of New South Wales, Australia;3. School of Linguistics, Adult, and Specialist Education, University of Southern Queensland, Australia |
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| Abstract: | In the present study, teacher self-efficacy was examined in a cross-national setting. The cross-national generalizability of the scale and the meaning of cross-national variation in mean scores were investigated. Using data from TALIS involving 73,100 teachers in 23 countries, teacher self-efficacy was shown to have a similar unifactorial structure and equivalent positive correlations with teaching practices and job satisfaction across countries. At the country level, significant correlations were only found for job satisfaction; in addition, teacher self-efficacy was related to collectivism, modesty, and extremity scoring. Thus, mean score differences between countries mainly reflect cultural value orientations and response styles. |
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| Keywords: | Teacher self-efficacy Cross-national Structural equivalence Cultural values Response styles |
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