Classifying the Instructional Practice Types of Middle School Teachers and Exploring Predictive Factors: Evidence from TALIS 2018

Abstract

Purpose: In this study, the instructional practice types of middle school teachers in Korea were derivedand important factors were explored to classify and predict each instructional practice type. Methods: The OECD TALIS 2018 data consisting of 2,308 middle school teachers and 148 middleschool principals in Korea was utilized as analysis data. Latent Profile Analysis(LPA) was conductedto derive instructional practice types, and random forest analysis was conducted to explore importantfactors in classifying and predicting each instructional practice type. Results: Five types of instructional practice for middle school teachers in Korea were derived: ‘Active’,‘Unconditional knowledge delivery’, ‘Student control-centered’, ‘Innovative pursuit’, and ‘Inactive’. Important factors classifying and predicting each instructional practice type were common factors(teacherefficacy, regular teacher teaching experience, number of students in target class, class time distribution,subjects) and unique factors(external teaching choice motivation, principal teaching experience, classautonomy, and teacher collaboration). Conclusion: Based on the results of this study, educational implications related to support accordingto the types of instructional practice of middle school teachers in Korea were proposed.