Investigating factors affecting teachers’ instructional practices: Evidence from TALIS 2018 Turkish data

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research Pub Date : 2025-01-01 DOI:10.1016/j.ijer.2025.102557

Ayşegül Altun , Esra Kuduz , Irem Nur Akkan

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引用次数: 0

Abstract

The study aimed to determine factors affecting teachers’ instructional practices (teaching practices) based on the Teaching and Learning International Survey (TALIS) 2018 Turkish data. Despite the hierarchical data structure, the data did not fit the multi-level model, so it was decided to use multiple regression analysis. The analysis results showed that teacher self-efficacy, self-related efficacy in multicultural classrooms, teacher cooperation, diversity practices to the third model, teachers' perceived disciplinary climate, and professional development are needed for teaching diversity, social utility value, student behavior stress, and participation among stakeholders, school location, personal utility value, need professional, development in subject matter and pedagogy, gender, and lack of resources explained 36 % variance in teacher practices. Teacher self-efficacy was the most significant predictor, explaining 29 % of the variance in teaching practices.

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来源期刊

International Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.20

自引率

3.10%

发文量

141

审稿时长

21 days

期刊介绍： The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.