Parental Influences on Teachers' Approaches to Classroom Instruction: Moderating the Role of Teacher Efficacy

• In Event: 61.086 - Roundtable Session 21
  In Roundtable Session: 61.086-8 - Teacher Practices and Student Learning and Motivation

Abstract

We considered examining the independent and joint effects of both environmental and personal predictors to better understand potential antecedents of teachers’ approaches to classroom instruction. The current study focused on teacher perception of parents’ achievement goals for children and teacher efficacy as potential predictors of teachers’ instructional approaches to the creation of classroom goal structure. Regression results revealed that perceived parents’ achievement goals were a significant predictor of teaching approaches to creating corresponding types of classroom goal structure. However, the main effects of parents’ achievement goals need to be carefully understand because the magnitude or significant of parental influence on teaching practices differed as a function of either personal or general teacher efficacy.

Authors

• YoonJung Cho, Sungshin University

• Sonya Erin Munsell, Rogers State University