Abstract
IntroductionTeaching methods and techniques represent important classroom practices that promote both academic achievement and the efficacy of learning processes: the use of a complex array of teaching practices by educators in the classrooms has been frequently associated with better student academic outcomes (Hattie, 2012, 2009). So far, less is known about the psychological aspects linked to the working endeavors able to promote the adoption of different teaching techniques in educational contexts.AimThe present cross-sectional quantitative research aimed at estimating the cumulative network of associations between psychological resources at work (e.g., social support, sense of autonomy, and job satisfaction) and both work engagement and the use of teaching classroom practices.Sample and MethodThe sample was composed of in-service teachers (N = 1,370) recruited in primary and lower secondary public schools in urban and suburban areas of Canton Ticino (Switzerland). Self-administered quantitative measures were used to evaluate the following constructs: social support, job satisfaction, teachers’ autonomy, work engagement, and teaching classroom practices. The data were analyzed using structural equation modeling with decomposition analysis of total effects in direct and indirect effects.ResultsThe hypothesized structural model reported a good fit with the empirical data (normed χ2 (NC) = 2.7; root mean square error of approximation = 0.051, normed fit index (NNFI) = 0.951, non normed fit index = 0.950, comparative fit index = 0.968) and support the interpretation of the structural model. The main results revealed a large positive association between psychological resources at work and teaching classroom practices (β = 0.37). The level of work engagement seemed to be a minor element in promoting the use of teaching classroom practices (β = 0.10).DiscussionOverall, the results provide a fresh piece of evidence for the association between working conditions and teaching practices. In fact, teachers who perceive a supportive and satisfying working environment (both in terms of internal and external resources) are more likely to be engaged in their activities, and this in turn leads to a more heterogeneous array of teaching practices with students. The practical implications in terms of professional training and on-field intervention are discussed.
Highlights
Teaching methods and techniques represent important classroom practices that promote both academic achievement and the efficacy of learning processes: the use of a complex array of teaching practices by educators in the classrooms has been frequently associated with better student academic outcomes (Hattie, 2012, 2009)
The analysis revealed interesting and high associations among work engagement subscales, autonomy, job satisfaction, and perceived social support
Our findings demonstrate that the presence of psychological resource favors the adoption of heterogeneous and rich repertories of teaching practices, meaning that when teachers perceive their work environment as supportive, satisfying and having a high degree of autonomy, they tend to use a larger array of teaching practices
Summary
Teaching methods and techniques represent important classroom practices that promote both academic achievement and the efficacy of learning processes: the use of a complex array of teaching practices by educators in the classrooms has been frequently associated with better student academic outcomes (Hattie, 2012, 2009). Less is known about the psychological aspects linked to the working endeavors able to promote the adoption of different teaching techniques in educational contexts. Psychology, sociology, and pedagogy agree that teacher resources, competencies, skills, and behavioral repertories, along with students’ needs, are considered critical points of paramount importance for research in the education field. The scientific literature extensively examines the connection between teacher practices and classroom characteristics (Allen, 2010; Dudek et al, 2019), teacher beliefs (Farrell and Guz, 2019; Mills et al, 2019), or the presence of technological devices (Uerz et al, 2018; Nelson et al, 2019), much remains to be learned about psychological resources that might promote or inhibit the use of practices in classroom teaching. Studying how teaching strategies are linked to psychological and environmental resources is critical to determining which strategies to favor over others and expand the implementation of flexible teaching practices in empirical contexts
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