Exploring the Relationship Between School Climate and Teachers' Instructional Practices: A Moderated Mediation Model

• In Event: Understanding the Multifaceted Dynamics of Educational Environments: From Climate to Culture, and Collaboration

Abstract

This study examined the relationship and underlying mechanisms between school climate and teachers’ instructional practices in the Chinese education context, with the analytical framework from social cognition theory and self-efficacy theory. Based on survey data from 3976 teachers in Shanghai, results revealed a positive impact of improved school climate on teachers’ instructional practices. The result shows that teachers’ self-efficacy was found to hold a mediation effect, while teaching experience demonstrated a moderating effect. This empirical finding contributes to the comprehension of causal relationships and the exploration of contributing factors specific to the Chinese educational context, while also offering potential explanations for similar contexts.

Authors

• Chenya Wang, East China Normal University

• Jingli Zhai, Shanghai Normal University

• Chunmei Ji, Tibet University

• Siyi Ma, University College London

• Min Xiao, East China Normal University