School Climate, Teacher Self-Efficacy, and Teaching Practices: Evidence From TALIS 2018

• In Event: AERA Roundtable Session 9
  In Roundtable Session: Supporting Teachers in Challenging Times: Considerations for School Community, Climate, and Culture

Abstract

Every Student Succeeds Act (ESSA) has enhanced various educational reform initiatives. Factors that influence student learning were investigated such as school climate and teacher self-efficacy. However, there is little large quantitative research that examines the relationship between them and teaching practices. This study used SEM to examine the interrelations between school climate, teacher self-efficacy, and teaching practices. The results of the U.S. data from TALIS 2018 with 2,560 secondary teachers indicated that (1) teacher self-efficacy significantly and partially mediated the relationship between school climate and teaching practices, and (2) school climate significantly and partially mediated the relationship between teacher self-efficacy and teaching practices. Implications on methodologies, theories, and practices were provided.

Authors

• Chengcheng Li, The Open University of China

• Shaoan Zhang, University of Nevada - Las Vegas