Investigating the Associations of Constructivist Beliefs and Classroom Climate on Teachers' Self-Efficacy Among Australian Secondary Mathematics Teachers
This study examines the associations of constructivist beliefs and classroom climate on teachers' self-efficacy in instruction, classroom management, and student engagement among Australian secondary mathematics teachers. To do this, it uses the integrated model of teachers' self-efficacy...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2021-03-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.626271/full |
| _version_ | 1818675947354718208 |
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| author | Fang Guangbao Fang Guangbao Teo Timothy |
| author_facet | Fang Guangbao Fang Guangbao Teo Timothy |
| author_sort | Fang Guangbao |
| collection | DOAJ |
| description | This study examines the associations of constructivist beliefs and classroom climate on teachers' self-efficacy in instruction, classroom management, and student engagement among Australian secondary mathematics teachers. To do this, it uses the integrated model of teachers' self-efficacy with the concept of analysis of teaching tasks. The study uses structural equation modeling to analyze data from 495 mathematics teachers in the Teaching and Learning International Survey (TALIS) 2013. The results reveal the integrated model is a valid theoretical framework to explain Australian secondary mathematics teachers' self-efficacy. Teachers' constructivist beliefs and classroom climate are positively and statistically significantly related to teachers' self-efficacy in instruction, classroom management and student engagement. In contrast, constructivist beliefs have no significant correlation with classroom climate. |
| first_indexed | 2024-12-17T08:35:40Z |
| format | Article |
| id | doaj.art-12f3bdb6c7b74783933b832bd228dd81 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-17T08:35:40Z |
| publishDate | 2021-03-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-12f3bdb6c7b74783933b832bd228dd812022-12-21T21:56:28ZengFrontiers Media S.A.Frontiers in Psychology1664-10782021-03-011210.3389/fpsyg.2021.626271626271Investigating the Associations of Constructivist Beliefs and Classroom Climate on Teachers' Self-Efficacy Among Australian Secondary Mathematics TeachersFang Guangbao0Fang Guangbao1Teo Timothy2School of Teacher Education, Jiangxi Normal University Science and Technology College, Gongqingcheng, ChinaFaculty of Education, Monash University, Melbourne, VIC, AustraliaSchool of Education, Murdoch University, Perth, WA, AustraliaThis study examines the associations of constructivist beliefs and classroom climate on teachers' self-efficacy in instruction, classroom management, and student engagement among Australian secondary mathematics teachers. To do this, it uses the integrated model of teachers' self-efficacy with the concept of analysis of teaching tasks. The study uses structural equation modeling to analyze data from 495 mathematics teachers in the Teaching and Learning International Survey (TALIS) 2013. The results reveal the integrated model is a valid theoretical framework to explain Australian secondary mathematics teachers' self-efficacy. Teachers' constructivist beliefs and classroom climate are positively and statistically significantly related to teachers' self-efficacy in instruction, classroom management and student engagement. In contrast, constructivist beliefs have no significant correlation with classroom climate.https://www.frontiersin.org/articles/10.3389/fpsyg.2021.626271/fullconstructivist beliefsteachers self-efficacyAustraliamathematics teachersclassroom climate |
| spellingShingle | Fang Guangbao Fang Guangbao Teo Timothy Investigating the Associations of Constructivist Beliefs and Classroom Climate on Teachers' Self-Efficacy Among Australian Secondary Mathematics Teachers Frontiers in Psychology constructivist beliefs teachers self-efficacy Australia mathematics teachers classroom climate |
| title | Investigating the Associations of Constructivist Beliefs and Classroom Climate on Teachers' Self-Efficacy Among Australian Secondary Mathematics Teachers |
| title_full | Investigating the Associations of Constructivist Beliefs and Classroom Climate on Teachers' Self-Efficacy Among Australian Secondary Mathematics Teachers |
| title_fullStr | Investigating the Associations of Constructivist Beliefs and Classroom Climate on Teachers' Self-Efficacy Among Australian Secondary Mathematics Teachers |
| title_full_unstemmed | Investigating the Associations of Constructivist Beliefs and Classroom Climate on Teachers' Self-Efficacy Among Australian Secondary Mathematics Teachers |
| title_short | Investigating the Associations of Constructivist Beliefs and Classroom Climate on Teachers' Self-Efficacy Among Australian Secondary Mathematics Teachers |
| title_sort | investigating the associations of constructivist beliefs and classroom climate on teachers self efficacy among australian secondary mathematics teachers |
| topic | constructivist beliefs teachers self-efficacy Australia mathematics teachers classroom climate |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.626271/full |
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