How Learner-Centered Teaching is associated with Teacher Self-Efficacy and Job Satisfaction: Analysis of Data from 31 Countries
国際教育協力論集 Volume 20-21 Issue 2
Page 67-83
published_at 2018-10-31
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この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/50523
| File | |
| Title ( eng ) |
How Learner-Centered Teaching is associated with Teacher Self-Efficacy and Job Satisfaction: Analysis of Data from 31 Countries
|
| Creator |
Choi Junghee
Lee Ju-Ho
Kim Booyuel
|
| Source Title |
国際教育協力論集
Journal of international cooperation in education
|
| Volume | 20-21 |
| Issue | 2 |
| Start Page | 67 |
| End Page | 83 |
| Journal Identifire |
[PISSN] 1344-2996
[EISSN] 1344-7998
[NCID] AA11281847
|
| 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.
|
| Language |
eng
|
| Resource Type | departmental bulletin paper |
| Publisher |
Center for the Study of International Cooperation in Education
|
| Date of Issued | 2018-10-31 |
| Rights |
© 2018 CICE All rights reserved.
|
| Publish Type | Version of Record |
| Access Rights | open access |
| Source Identifier |
[ISSN] 1344-2996
[ISSN] 1344-7998
[NCID] AA11281847
|
