The role of teachers' conception of students’ intelligence, self-efficacy and need frustration and satisfaction in shaping tendencies in teaching practices

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-04-14 DOI:10.1016/j.tate.2025.105033

Gabriele Gullo, Ambra Gentile, Barbara Caci, Marianna Alesi

引用次数: 0

Abstract

The present study investigates the influence of teachers' beliefs and personal factors on teaching practices by conducting two studies on their relationship (Study 1) and on the creation of teachers' profiles (Study 2). Data were collected on 447 Italian teachers (85 % female, mean age: 38.7 years, SD: ±4.49). Path analysis of Study 1 showed that teachers' beliefs significantly influenced their self-efficacy and their perception of teaching practices. The two-way cluster analysis of Study 2 showed two distinct profiles: constructive and didactic. Findings suggest that intervention programs should enhance teachers’ self-efficacy and satisfaction to foster more supportive and student-oriented teaching practices.

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教师对学生智力、自我效能感、需求挫折感和满足感的看法对教学实践倾向的影响

本研究通过对教师信仰和个人因素的关系（研究1）和教师简介的创建（研究2）两项研究，调查了教师信仰和个人因素对教学实践的影响。数据收集了447名意大利教师（85%为女性，平均年龄：38.7岁，SD：±4.49）。研究1的通径分析显示，教师的信念显著影响教师的自我效能感和教学实践感知。研究2的双向聚类分析显示了两种不同的特征：建设性和说教性。研究结果表明，干预方案应提高教师的自我效能感和满意度，以促进更多的支持和以学生为本的教学实践。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.