Why Do Japanese Teachers Have Low Teacher Self-Efficacy? (Poster 27)

• In Event: AERA Poster Session Thursday 9:50 a.m.
  In Poster Session: Why Do Japanese Teachers Have Low Teacher Self-Efficacy?

Abstract

Teacher self-efficacy is crucial, correlating with student outcomes, job satisfaction, well-being, and persistence. The 2018 Teaching and Learning International Survey (TALIS) reported low self-efficacy among Japanese middle school teachers, despite Japan's consistent high performance in international tests. This study explored the reasons behind this paradox through cognitive and semi-structured interviews with 10 Japanese in-service teachers. The findings revealed that Japanese teachers have a strong desire for self-improvement, believing they must continually adapt to societal and student changes. This study sheds light on the cultural and social factors contributing to Japanese teachers' low self-efficacy.

Authors

• Saki Inoue, Michigan State University

• David Wong, Michigan State University