Investigating the Associations of Constructivist Beliefs and Classroom Climate on Teachers' Self-Efficacy Among Australian Secondary Mathematics Teachers.

Fang Guangbao,Teo Timothy

doi:10.3389/fpsyg.2021.626271

Abstract

This study examines the associations of constructivist beliefs and classroom climate on teachers' self-efficacy in instruction, classroom management, and student engagement among Australian secondary mathematics teachers. To do this, it uses the integrated model of teachers' self-efficacy with the concept of analysis of teaching tasks. The study uses structural equation modeling to analyze data from 495 mathematics teachers in the Teaching and Learning International Survey (TALIS) 2013. The results reveal the integrated model is a valid theoretical framework to explain Australian secondary mathematics teachers' self-efficacy. Teachers' constructivist beliefs and classroom climate are positively and statistically significantly related to teachers' self-efficacy in instruction, classroom management and student engagement. In contrast, constructivist beliefs have no significant correlation with classroom climate.

Highlights

Teachers’ self-efficacy has been shown to be related to valued educational processes and outcomes (Ashton and Webb, 1986b; Ross, 1992; Tschannen-Moran and Woolfolk, 2001; Betoret, 2009; Tran et al, 2012)
This study computed the item factor loadings, Cronbach’s Alpha, squared multiple correlations (SMC), composite reliability (CR), and average variance extracted (AVE), based on two considerations: (1) only mathematics teachers were selected, and (2) the construct of self-efficacy had been divided into three parts in this study
For the item measuring classroom disciplinary climate (CDC), the mean values range from 2.70 to 2.96 (SD ranges from 0.784 to 0.86). These results reveal lower perceptions of classroom disciplinary climate

Summary

INTRODUCTION

Teachers’ self-efficacy has been shown to be related to valued educational processes and outcomes (Ashton and Webb, 1986b; Ross, 1992; Tschannen-Moran and Woolfolk, 2001; Betoret, 2009; Tran et al, 2012) Given this consideration, how to improve teachers’ self-efficacy is viewed with increasing importance by school leaders, teachers, policymakers, and educational researchers. (Philippou and Pantziara, 2015), the integrated model provides insightful implications on discussing the sources of teachers’ self-efficacy based on the perspective of teachers’ beliefs toward instruction, values on students and perceptions on classroom management. The concept of ATT and TCASC share a similarity in analyzing teaching context-based on three aspects: teaching, classroom management, and students This similarity works as a bridge to justify utilizing the integrated model of teachers’ self-efficacy among mathematics teachers.

LITERATURE REVIEW

METHODOLOGY

RESULTS

4.59 Supported

Limitations and Future

ETHICS STATEMENT