The dearth of large-scale profile studies in the context of the Republic of Korea (hereafter Korea) has limited the understanding of classroom praxis and factors that predict instructional practices. To fill this gap, we employed the data from the 2018 Teaching and learning international survey to identify instructional profiles of Korean…

In this study, the teacher questionnaire included in the TALIS 2018 Turkey application was used. It was aimed to investigate the relationships between the sub-dimensions of teacher professional development and teacher self-efficacy scales in the questionnaire. The sub-dimensions of the teacher self-efficacy scale were grouped into three…

This study explores the motivations for becoming a teacher, teachers' self-efficacy, and the relationship among motivations and teacher self-efficacy using data from the TALIS 2018. The data included responses from 1933 United States teachers with six or more years of teaching experience. Results indicate that motivations, which were more…

Background: Individuals pursue teaching careers for numerous reasons, such as for instrumental or prosocial purposes. Aims: This study examined the personal (instrumental motivation) and social (prosocial motivation) utility of teaching as predictors of teaching quality in terms of clarity of instruction, classroom management, and cognitive…

The Three Basic Dimensions model, theorizes three mediators for the effect of teaching quality dimensions on student outcomes. However, the proposed mediating paths and their effects have largely not been empirically tested. This study investigated the mediating role of depth of-processing, time-on-task, and need satisfaction between…

The promotion of effective teacher professional development (ETPD) is a critical issue in the field of teacher education. The present study investigated how ETPD is affected simultaneously by teacher- and school-level factors across the United States, China, Finland, and Singapore. The data were drawn from the Teaching and Learning International…

In this paper we use novel data to test the direct and indirect paths between teacher self-efficacy and student outcomes. This includes how teacher self-efficacy is linked to student, teacher, and expert rater views of lesson quality. Our results illustrate how the link between teacher self-efficacy and instructional quality is sensitive to how…

The present study examines the measurement property of instructional quality in mathematics education, building on data from teachers and students, by combing TALIS 2013 and PISA 2012 linkage data from seven countries. Confirmatory factor analysis was applied to examine the dimensionality of the construct instructional quality in mathematics…

From the 61 indicators presented in the two TALIS 2018 Reports, we constructed indices on the education quality, based on the teachers' and principals' opinions, by country/economy, for the 10 themes of these Reports. The indices result from the association between the OECD perspective on indicators' influence on the education quality and whether…

The purpose of this study was to better understand the relationship between novice teachers' context-specific self-efficacies and stresses and whether these constructs differed from the self-efficacies and stresses of experienced teachers in middle school and early high school. Novice teachers, or teachers in their first 5 years of teaching, are…