新教师教学效能的发展轨迹及偶然影响因素：一项纵向混合方法调查

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-10-18 DOI:10.1016/j.tate.2025.105261

Yinlin Wu , Mengmeng Sun , Kuilin Ying , Jing Long , Bingxin Cai , Chunyu Zhang , Qingyang Meng , Xuhai Chen

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引用次数: 0

摘要

教学效能感是新手教师专业成长的重要因素，但其发展轨迹及其影响因素研究尚不充分。本研究采用纵向混合方法，探讨初任教师教学效能感的发展及其影响因素。四年来收集的定量数据显示了两种不同的轨迹：高效-稳定（46%）和中等疗效-下降-不稳定（54%）。质性访谈证实了这些轨迹，并确定职业心理特征、教学经验和教育环境是影响教学效能的关键因素。代表这些因素的变量——如职业召唤、工作动机、师生关系和职业压力——成为轨迹隶属度的显著纵向预测因子。

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The developmental trajectories of novice teachers’ teaching efficacy and contingent influencing factors: A longitudinal mixed-methods investigation

Teaching efficacy is vital for novice teachers’ professional growth, yet its developmental trajectories and influencing factors remain underexplored. This study explored the development of novice teachers’ teaching efficacy and influencing factors through longitudinal mixed methods. Quantitative data, collected over four years, revealed two distinct trajectories: high efficacy–stable (46%) and moderate efficacy–declining–unstable (54%). Qualitative interviews confirmed these trajectories and identified occupational psychological characteristics, teaching experience, and educational environment as key factors shaping teaching efficacy. Variables representing these factors—such as career calling, work motivation, teacher-student relationships, and occupational stress—emerged as significant longitudinal predictors of trajectory membership.

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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.