Classroom discipline is a significant concern in most educational systems and a critical element of an effective learning environment. In this article, we present a multilevel analysis of teachers' perceived classroom discipline (PCD) in Portugal, using data from the TALIS 2013. Portuguese teachers perceived slightly more classroom discipline…

This study aims to explore relationship between teacher self-efficacy and teacher teaching practice in junior high schools at Taiwan. TALIS (2018) survey database is adopted, and 3106 teachers were analyzed in this research. Through literature review and exploratory factor analysis (EFA), the research model is assumed to include two constructs…

The purpose of this study is to determine the teachers' self-efficacy in terms of their former experience and professional development in the Turkish World (Turkey and Kazakhstan) based on TALIS 2018 Data. In this context, this study is conducted with the participation of 6.531 Kazakh and 3.828 Turkish teachers who teach at ISCED level 2. The data…

Using data from TALIS 2018, this study analyzed the relationship of U.S. social studies teachers' initial teacher education (ITE) and their self-efficacy, with an emphasis on the newly added construct of multicultural teacher self-efficacy. Results indicated that content and pedagogy training is present in the vast majority of ITE programs that…

TALIS aims to measure two points of interest: the degree to which innovation is implemented in learning environments, and the conditions for innovation in schools and classrooms. The former is examined through teachers' self-reports of how often they use specific practices in their teaching to help students build cross-curricular skills and think…

This research investigates the relationship between professional development experience and teacher self-efficacy in the United States, using an international dataset, TALIS: 2013. Based on social cognitive theories and adult learning theories, this research hypothesizes that teacher self-efficacy can be enhanced by learning experience by…

Using the 2013 Teaching and Learning International Survey (TALIS) data, this study explored the relationship between professional development (PD) and teacher efficacy. In particular, the analysis focused on how 4 aspects of PD (format, content, duration, and quality) are statistically related to the overall as well as the 3 subscales of teacher…

Classrooms have become increasingly diverse places where students from various backgrounds share their learning experiences. To promote inclusive school settings for all, building teacher capacity for inclusive teaching represents a key policy area. Education systems need to ensure that teachers are adequately prepared for inclusive teaching and…

Modern education systems evolve in a context of growing teacher shortages, frequent turnover and a low attractiveness of the profession. In such a context where these challenges interrelate, there is an urgent need to better understand the well-being of teachers and its implications on the teaching and learning nexus. This working paper proposes a…