Understanding the relationship between teacher collaboration and instructional clarity via teacher self-efficacy: A moderated mediation model of organizational commitment
{"title":"Understanding the relationship between teacher collaboration and instructional clarity via teacher self-efficacy: A moderated mediation model of organizational commitment","authors":"Seijoon Park , Xinyi Mao , Soobin Choi","doi":"10.1016/j.tate.2024.104922","DOIUrl":null,"url":null,"abstract":"<div><div>This study analyzed the direct and indirect effects of teacher collaboration on the clarity of instruction through teacher self-efficacy in instruction and tested whether this relationship varied by organizational commitment to schools. We utilized a moderated mediation analysis using cross-sectional survey data from the U.S. TALIS 2018. We found that teacher collaboration has both direct and indirect effects on the clarity of instruction and that this positive relationship is stronger when teachers have a higher level of organizational commitment. This study provides theoretical and practical implications for school leaders, educators, and researchers to enhance teaching practices through collaboration.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104922"},"PeriodicalIF":4.0000,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24004554","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This study analyzed the direct and indirect effects of teacher collaboration on the clarity of instruction through teacher self-efficacy in instruction and tested whether this relationship varied by organizational commitment to schools. We utilized a moderated mediation analysis using cross-sectional survey data from the U.S. TALIS 2018. We found that teacher collaboration has both direct and indirect effects on the clarity of instruction and that this positive relationship is stronger when teachers have a higher level of organizational commitment. This study provides theoretical and practical implications for school leaders, educators, and researchers to enhance teaching practices through collaboration.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
