国際教育協力論集 Volume 20-21 Issue 2
published_at 2018-10-31

How Learner-Centered Teaching is associated with Teacher Self-Efficacy and Job Satisfaction: Analysis of Data from 31 Countries

Choi Junghee
Lee Ju-Ho
Kim Booyuel
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JICE_20-21-2_67.pdf
Abstract
The expansion of learner-centered teaching has been the focus of education policy makers and teachers throughout the world. While most of the attention has been given to how learner-centered teaching influences student outcomes, it is important to consider how teachers are associated with learner-centered teaching. Using data from the OECD TALIS database, this study analyzes how the use of learner-centered teaching is associated with teacher self-efficacy and job satisfaction. Controlling for a wide range of teacher and classroom characteristics, as well as country and school fixed effects, we find that learner-centered teaching has a significant and positive association with both teacher self-efficacy and job satisfaction.
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