Teachers' Contexts, Their Instruction, and Math Achievement: Evidence From the 2018 Teaching and Learning International Survey–PISA Link Data (Poster 13)

• In Event: AERA Poster Session Sixteen
  In Poster Session: Exploring Teacher Identities and Teaching Contexts

Abstract

This study uses secondary data analysis of the 2018 TALIS-PISA link data combined with content analysis of policy and media artifacts to describe the relationship between teacher professionalization and working climate, self-efficacy, instruction, and mathematics achievement. In preliminary SEM models we identify three types of classroom instruction, Instruction Focused, Management Focused, and Comprehensive, based on a latent profile analysis of frequency of teacher behaviors. We also find that professionalization and working climate significantly predict teacher self-efficacy and instruction, but that instruction does not predict achievement when including school covariates. We also describe key differences in professionalization, climate, and math achievement between PISA link countries.

Authors

• Meredith Wronowski, University of Dayton
  Presenting Author

• Xiaoyuan Chen, University of Dayton
  Presenting Author