通过教师自我效能感理解教师协作与教学明晰的关系：组织承诺的调节中介模型

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-01-08 DOI:10.1016/j.tate.2024.104922

Seijoon Park , Xinyi Mao , Soobin Choi

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引用次数: 0

摘要

本研究通过教师教学自我效能感分析了教师合作对教学清晰度的直接和间接影响，并检验了这种关系是否随组织对学校的承诺而变化。我们使用美国TALIS 2018的横断面调查数据进行了有调节的中介分析。我们发现，教师合作对教学清晰度有直接和间接的影响，当教师的组织承诺水平越高时，这种正相关关系越强。本研究为学校领导、教育工作者和研究人员提供了理论和实践启示。

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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Understanding the relationship between teacher collaboration and instructional clarity via teacher self-efficacy: A moderated mediation model of organizational commitment

This study analyzed the direct and indirect effects of teacher collaboration on the clarity of instruction through teacher self-efficacy in instruction and tested whether this relationship varied by organizational commitment to schools. We utilized a moderated mediation analysis using cross-sectional survey data from the U.S. TALIS 2018. We found that teacher collaboration has both direct and indirect effects on the clarity of instruction and that this positive relationship is stronger when teachers have a higher level of organizational commitment. This study provides theoretical and practical implications for school leaders, educators, and researchers to enhance teaching practices through collaboration.

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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.