The role of teachers' conception of students’ intelligence, self-efficacy and need frustration and satisfaction in shaping tendencies in teaching practices
Gabriele Gullo, Ambra Gentile, Barbara Caci, Marianna Alesi
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引用次数: 0
Abstract
The present study investigates the influence of teachers' beliefs and personal factors on teaching practices by conducting two studies on their relationship (Study 1) and on the creation of teachers' profiles (Study 2). Data were collected on 447 Italian teachers (85 % female, mean age: 38.7 years, SD: ±4.49). Path analysis of Study 1 showed that teachers' beliefs significantly influenced their self-efficacy and their perception of teaching practices. The two-way cluster analysis of Study 2 showed two distinct profiles: constructive and didactic. Findings suggest that intervention programs should enhance teachers’ self-efficacy and satisfaction to foster more supportive and student-oriented teaching practices.
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.
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