Correlates With Teacher Self-Efficacy in the Teaching and Learning International Survey 2018 (Poster 2)

• In Event: Extracting Information From Large-Scale Assessments

Abstract

This paper explore correlates with teacher self-efficacy in the United States as indicated by TALIS 2018. Areas of interest included overall self-efficacy and self-efficacy in classroom management, student engagement, and in multicultural classrooms. Information about time teaching (overall, and at the school site) was expected to be primarily related to feelings of self-efficacy, followed by perceptions of education and professional development. The researcher also explored teacher perceptions of value and policy influence, exchange and cooperation, professional collaboration, clarity of instruction, and a number of other variables that were either connected with teacher practice or school climate. Lastly, the research explored the relationship between the various aspects of self-efficacy and proportion of students from socio-economically disadvantaged homes.

Author

• S. Marshall Perry, Saint Mary's College of California