区分中学教师自我效能感的子类型：潜在特征分析

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2024-03-12 DOI:10.1177/00224871241234872

Jing Huang, Youliang Zhang, Alex Yue Feng Zhu, Yang (Frank) Gong, Ho Man Raymond Kong

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引用次数: 0

摘要

教师的自我效能感是教与学中的一个关键因素，但人们对其在亚洲人口中的异质性了解有限。因此，本研究的目标是：(a) 在 3095 名新加坡初中教师中识别不同的自我效能感模式；(b) 调查不同自我效能感特征在工作满意度、建构主义信念和教师合作方面的潜在差异；(c) 检验教师背景特征对特征成员资格的预测。通过潜在特征分析，确定了四种不同的自我效能感特征：(a) 低自我效能感，(b) 中等自我效能感，(c) 高自我效能感和 (d) 分歧中等自我效能感。研究结果还显示，不同自我效能感的教师在工作满意度、建构主义信念和教师合作方面存在显著差异。此外，教学经验也是预测自我效能感的一个重要因素。这突出表明，有必要考虑教师的自我效能感特征、教师成果和教学经验，制定有针对性的专业发展计划和干预措施。

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Distinguishing Subtypes of Self-Efficacy Among Secondary School Teachers: A Latent Profile Analysis

Teacher self-efficacy is a crucial factor in teaching and learning, yet there is limited understanding of its heterogeneity among the Asian population. Therefore, the objectives of this study were to (a) identify different self-efficacy patterns among 3,095 Singaporean lower secondary school teachers, (b) investigate potential variations in job satisfaction, constructivist beliefs, and teacher co-operation across different self-efficacy profiles, and (c) examine the predictions of teacher background characteristics in relation to profile membership. By employing latent profile analysis, four distinct self-efficacy profiles were identified: (a) Low Self-Efficacy, (b) Moderate Self-Efficacy, (c) High Self-Efficacy, and (d) Divergent Moderate Self-Efficacy. The results also revealed significant differences in job satisfaction, constructivist beliefs, and teacher co-operation among the self-efficacy profiles. Moreover, teaching experience emerged as a significant predictor of profile membership. These highlight the need for tailored professional development programs and interventions that consider teachers’ self-efficacy profiles, teacher outcomes, and teaching experience.

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).