Interrelations Between Teacher Factors and Association with Teachers’ Academically Supportive Instructional Practices

Research has shown that each of teachers’ beliefs, characteristics, and school context factors are associated with cognitive processes, instructional decisions, and student engagement, and that they are related to learning activities and experiences. However, few studies have examined these relations in combination. The current study utilised a teacher survey which focused on the interrelations between teacher beliefs, characteristics, and school factors, with a large participant sample (<i>N </i>= 707). The survey encompassed teacher beliefs and characteristics and focused on teachers’ instructional practices. All teacher characteristics and school context factors were shown to be related to the teacher beliefs explored. In addition, all the teacher beliefs, characteristics, and school factors were related to teachers’ academically supportive instructional practices. The findings showed how teachers’ beliefs were interrelated, correlated with student achievement, and matched to teachers’ self-reported instructional practices. Insights into the implications for educators, school management, and pre-service providers are provided, along with suggestions for further research.

已有研究表明，教师信念（teacher beliefs）、教师特质（teacher characteristics）与学校情境因素（school context factors）三者，均与认知过程（cognitive processes）、教学决策（instructional decisions）以及学生参与度（student engagement）存在关联，同时也与学习活动（learning activities）及学习体验（learning experiences）密切相关。然而，鲜有研究同时考察这三类因素之间的综合关联。本研究采用教师调查问卷，聚焦教师信念、教师特质与学校因素之间的相互关系，使用了大规模被试样本（N=707）。该问卷涵盖教师信念与教师特质内容，核心关注教师的教学实践（instructional practices）。研究结果显示，所有教师特质与学校情境因素均与本次考察的教师信念存在关联。此外，教师信念、教师特质与学校情境因素三者，均与教师的学业支持型教学实践（academically supportive instructional practices）存在关联。本研究结果揭示了教师信念之间的相互关联，其与学生学业成就（student achievement）的相关性，以及教师自我报告的教学实践（self-reported instructional practices）之间的匹配情况。本研究同时为教育工作者、学校管理者与职前教师培养机构（pre-service providers）提供了实践启示，并为后续研究提出了方向建议。