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Exploring (de-)motivating teaching profiles from a fine-grained directiveness approach: Differences in students’ need-based experiences
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-24 DOI: 10.1016/j.tate.2025.105003
Sergio Diloy-Peña , Luis García-González , Leen Haerens , Katrien De Cocker , Rafael Burgueño , Ángel Abós
{"title":"Exploring (de-)motivating teaching profiles from a fine-grained directiveness approach: Differences in students’ need-based experiences","authors":"Sergio Diloy-Peña ,&nbsp;Luis García-González ,&nbsp;Leen Haerens ,&nbsp;Katrien De Cocker ,&nbsp;Rafael Burgueño ,&nbsp;Ángel Abós","doi":"10.1016/j.tate.2025.105003","DOIUrl":"10.1016/j.tate.2025.105003","url":null,"abstract":"<div><div>The aim was to examine how structuring and controlling approaches (high directiveness), and autonomy-supportive and chaotic approaches (low directiveness) were combined and related to students’ needs in physical education. In a sample of 1124 secondary school students, this cross-sectional study conducted two sets of profile analyses, respectively for high and low directiveness, were conducted. The latent profile analyses (LPA) revealed four high-directiveness profiles, with “very high structure-very high control” being the most adaptive and “low structure–low control” the most maladaptive in terms of need-based experiences. Four low directiveness profiles were identified, with “very high autonomy support-very low chaos” being the most adaptive and “low autonomy support-moderate chaos” the most maladaptive.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 105003"},"PeriodicalIF":4.0,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143683767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Exploring factors influencing Indonesian novice teachers’ achievement of teacher professional standards during induction: A cultural-historical activity theory perspective
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-24 DOI: 10.1016/j.tate.2025.105013
Tatik Tatik, Hoa Thi Mai Nguyen, Tony Loughland
{"title":"Exploring factors influencing Indonesian novice teachers’ achievement of teacher professional standards during induction: A cultural-historical activity theory perspective","authors":"Tatik Tatik,&nbsp;Hoa Thi Mai Nguyen,&nbsp;Tony Loughland","doi":"10.1016/j.tate.2025.105013","DOIUrl":"10.1016/j.tate.2025.105013","url":null,"abstract":"<div><div>Standards in induction programs are essential for improving novice teachers' quality, but their impact in non-Western contexts is under-researched. This qualitative multiple-case study uses Cultural-Historical Activity Theory (CHAT) to explore factors influencing Indonesian novice teachers’ attainment of professional standards. Data from three schools include interviews with a principal, mentor teacher, and novice teacher from each, totalling nine participants, along with collected documents. Findings reveal how religious-cultural values and collective cultures interact with standards, shaping induction goals, mentoring, feedback, assessment, community involvement and leadership. The study suggests improvements to enhance induction quality in non-Western settings.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 105013"},"PeriodicalIF":4.0,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143683698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A systematic review and meta-analysis of Collective Teacher Efficacy's relationships with outcomes in the Job Demands-Resources model
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-23 DOI: 10.1016/j.tate.2025.105006
Caroline Sahli Lozano, Matthias Wicki, Sergej Wüthrich, Fabian Setz
{"title":"A systematic review and meta-analysis of Collective Teacher Efficacy's relationships with outcomes in the Job Demands-Resources model","authors":"Caroline Sahli Lozano,&nbsp;Matthias Wicki,&nbsp;Sergej Wüthrich,&nbsp;Fabian Setz","doi":"10.1016/j.tate.2025.105006","DOIUrl":"10.1016/j.tate.2025.105006","url":null,"abstract":"<div><div>Given the challenges of teacher burnout and shortages, understanding factors that enhance teacher well-being is crucial. This systematic review and meta-analysis synthesise findings from 49 studies (1999–2024), examining relationships between Collective Teacher Efficacy (CTE) and job- and health-related outcomes within the Job Demands-Resources model among compulsory schoolteachers. Despite CTE's conceptualisation as a group-level construct, only ten studies employed appropriate multilevel models. Analysis of individual-level relationships across 44 studies (32,053 teachers) reveals that CTE was significantly related to diminished negative outcomes and enhanced positive outcomes, underscoring CTE's impact on healthy school environments. Future research should prioritise multilevel and longitudinal approaches.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 105006"},"PeriodicalIF":4.0,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143683697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
One step ahead: Effects of a professional development program on teachers’ professional competencies in self-regulated learning
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-22 DOI: 10.1016/j.tate.2025.104977
Carmen Nadja Hirt , Tabea Daria Eberli , Johannes Thaddäus Jud , Amina Rosenthal , Yves Karlen
{"title":"One step ahead: Effects of a professional development program on teachers’ professional competencies in self-regulated learning","authors":"Carmen Nadja Hirt ,&nbsp;Tabea Daria Eberli ,&nbsp;Johannes Thaddäus Jud ,&nbsp;Amina Rosenthal ,&nbsp;Yves Karlen","doi":"10.1016/j.tate.2025.104977","DOIUrl":"10.1016/j.tate.2025.104977","url":null,"abstract":"<div><div>Promoting students' self-regulated learning (SRL) is essential but rarely implemented in classrooms. Teachers' professional competencies as self-regulated learners and agents of SRL are crucial for effective implementation and, therefore, should be strengthened. This intervention study examines the impact of a multi-day SRL professional development (PD) program on fifty-four lower secondary teachers' SRL competencies and promotion. The results show mixed effects on their SRL competencies as learners and agents and their promotion, with no significant effect of initial competencies on their development. The study highlights the need for effective PD programs and ongoing support to improve teachers’ SRL practice.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104977"},"PeriodicalIF":4.0,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143683768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A student like me: Black student achievement moderates the relationship between teacher-student racial matching and the occupational wellbeing of Black teachers in the United States
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-21 DOI: 10.1016/j.tate.2025.105010
Jendayi B. Dillard-Cooke , Kristen C. Mosley , Christopher J. McCarthy , Germine H. Awad
{"title":"A student like me: Black student achievement moderates the relationship between teacher-student racial matching and the occupational wellbeing of Black teachers in the United States","authors":"Jendayi B. Dillard-Cooke ,&nbsp;Kristen C. Mosley ,&nbsp;Christopher J. McCarthy ,&nbsp;Germine H. Awad","doi":"10.1016/j.tate.2025.105010","DOIUrl":"10.1016/j.tate.2025.105010","url":null,"abstract":"<div><div>While research suggests that teacher-student racial congruence, or match between teachers' and students' racial identifications, can play a significant role in White teachers’ occupational wellbeing, findings have been inconsistent for Black teachers in the United States. To address this gap, we examined associations between school demographic, student equity factors, and occupational wellbeing for Black secondary school teachers. We found that inequity in Black students' reading and mathematics achievement moderated the relationship between teacher-student racial congruence and Black teachers' job satisfaction and risk for stress. Findings suggest stakeholders should consider the interconnections between minoritized teachers and students when advancing policy initiatives.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 105010"},"PeriodicalIF":4.0,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143683766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Transitions in motivation across self-directed and teacher-directed learning: A self-determination theory perspective
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-18 DOI: 10.1016/j.tate.2025.105001
Sabine Schweder , Gerda Hagenauer , Lia Grahl , Diana Raufelder
{"title":"Transitions in motivation across self-directed and teacher-directed learning: A self-determination theory perspective","authors":"Sabine Schweder ,&nbsp;Gerda Hagenauer ,&nbsp;Lia Grahl ,&nbsp;Diana Raufelder","doi":"10.1016/j.tate.2025.105001","DOIUrl":"10.1016/j.tate.2025.105001","url":null,"abstract":"<div><div>This study examined the motivational profiles of 754 students (grades 6–9) under Self-Determination Theory, analyzing transitions across self-directed learning (SDL) and teacher-directed instruction (TDI). Using latent profile and transition analysis, five profiles emerged: high-quality, high-quantity, low-quality, low-quantity, and moderately motivated. Results showed that shifts depended on psychological need fulfillment—autonomy, competence, relatedness—and instructional context. Positive shifts were more frequent in SDL, whereas TDI phases often led to stagnation or decline. Findings highlight the need for instructional designs that foster self-determined motivation.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 105001"},"PeriodicalIF":4.0,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143643761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Trust the experts: Advancing student voice in special education teacher preparation
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-18 DOI: 10.1016/j.tate.2025.105002
William A. Proffitt , Zach McCall , Suman Rath , Hunter A. Matusevich
{"title":"Trust the experts: Advancing student voice in special education teacher preparation","authors":"William A. Proffitt ,&nbsp;Zach McCall ,&nbsp;Suman Rath ,&nbsp;Hunter A. Matusevich","doi":"10.1016/j.tate.2025.105002","DOIUrl":"10.1016/j.tate.2025.105002","url":null,"abstract":"<div><div>Student voice work centers the unique ideas, perspectives, and expression of students while reflecting students’ diverse histories and cultures. Unfortunately, educators rarely employ student voice practices in school. In this article, we propose changes in special education teacher preparation as a lever for fostering student voice in school. We define student voice. We then describe four barriers to student voice: (a) knowledge traditions, (b) technocratic professionalism and school organization, (c) low social status and accountability, and (d) school culture and local policy context. We conclude by reimagining special education teacher preparation through student voice and offer research and policy recommendations.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 105002"},"PeriodicalIF":4.0,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143642303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
School staff members’ professional agency in Finland, Scotland and Sweden – A comparative study
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-17 DOI: 10.1016/j.tate.2025.104998
Päivi Hökkä , Eija Räikkönen , Katja Vähäsantanen , Marc Sarazin , Anna Lund , Natasa Pantić
{"title":"School staff members’ professional agency in Finland, Scotland and Sweden – A comparative study","authors":"Päivi Hökkä ,&nbsp;Eija Räikkönen ,&nbsp;Katja Vähäsantanen ,&nbsp;Marc Sarazin ,&nbsp;Anna Lund ,&nbsp;Natasa Pantić","doi":"10.1016/j.tate.2025.104998","DOIUrl":"10.1016/j.tate.2025.104998","url":null,"abstract":"<div><div>Professional agency has been comprehensively investigated in educational contexts, but there have been few quantitative or comparative studies. This quantitative study explored school staff members’ professional agency in Finland, Scotland, and Sweden, addressing three dimensions of agency: <em>influencing at work</em>, <em>participation at work</em>, and <em>negotiating professional identity</em>. The questionnaire data indicated fairly strong agency among lower secondary school staff members across the dimensions and countries. Professional agency was perceived to be stronger in Sweden than in Finland or Scotland. There were some differences between the countries in terms of the background variables (e.g. working experience) affecting professional agency in schools.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104998"},"PeriodicalIF":4.0,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143636953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Developing intercultural competence in a training program for boundary-crossing Jewish and Palestinian pre-service teachers 在为跨越国界的犹太人和巴勒斯坦岗前教师开设的培训课程中培养跨文化能力
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-14 DOI: 10.1016/j.tate.2025.104996
Michal Hisherik , Shahar Gindi , Nehaya Awida , Najwan Saada
{"title":"Developing intercultural competence in a training program for boundary-crossing Jewish and Palestinian pre-service teachers","authors":"Michal Hisherik ,&nbsp;Shahar Gindi ,&nbsp;Nehaya Awida ,&nbsp;Najwan Saada","doi":"10.1016/j.tate.2025.104996","DOIUrl":"10.1016/j.tate.2025.104996","url":null,"abstract":"<div><div>This study examines a program where Jewish and Palestinian pre-service teachers train together to teach in each other's communities. Data from the 2022–2023 academic year, including interviews, focus groups, and observations, were analyzed using a short-term longitudinal qualitative approach. The context of high-intensity conflict presented an ongoing hurdle to the development of openness and mutual acceptance, despite progress from initial knowledge gaps and apprehension. Structured encounters, training on controversial political issues, and diverse practical experiences enhanced intercultural competence to some degree. Despite political challenges, the program fostered understanding and trust, preparing teachers for cultural complexities, and promoting inclusive shared living.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 104996"},"PeriodicalIF":4.0,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143620182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A multi-level moderation analysis of teacher immunity, school climate, and teaching quality among English-as-a-foreign-language teachers in China
IF 4 1区 教育学
Teaching and Teacher Education Pub Date : 2025-03-14 DOI: 10.1016/j.tate.2025.105005
Ke Sun , Anne Li Jiang , Yinxing Jin
{"title":"A multi-level moderation analysis of teacher immunity, school climate, and teaching quality among English-as-a-foreign-language teachers in China","authors":"Ke Sun ,&nbsp;Anne Li Jiang ,&nbsp;Yinxing Jin","doi":"10.1016/j.tate.2025.105005","DOIUrl":"10.1016/j.tate.2025.105005","url":null,"abstract":"<div><div>This study explored the interplay between teacher immunity, school climate, and student-reported teaching quality. Data were collected from 107 secondary school English-as-a-foreign-language (EFL) teachers and their students (N = 2587) in China. Employing multi-level moderation modelling, the analysis revealed that teacher immunity positively predicted teaching quality. Moreover, school climate moderated this relationship: a supportive school climate amplified the positive impact of teacher immunity on teaching quality, while an unsupportive school climate weakened this effect. These findings underscore the context-sensitive nature of teacher immunity and the crucial role of school climate in shaping teachers' teaching effectiveness.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"159 ","pages":"Article 105005"},"PeriodicalIF":4.0,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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