Document Type
Conference Paper
Publication Date
2-24-2023
Department
Educational Leadership
Abstract
This study uses secondary data analysis of the 2018 TALIS-PISA link data combined with content analysis of policy and media artifacts to describe the relationship between teacher professionalization and working climate, self-efficacy, instruction, and mathematics achievement. In preliminary SEM models we identify three types of classroom instruction, Instruction Focused, Management Focused, and Comprehensive, based on a latent profile analysis of frequency of teacher behaviors. We also find that professionalization and working climate significantly predict teacher self-efficacy and instruction, but that instruction does not predict achievement when including school covariates. We also describe key differences in professionalization, climate, and math achievement between PISA link countries.
Keywords
Teaching Conditions, Mathematics Teachers, Mathematics Achievement, International Education, Educational Policy, Structural Equation Models
Disciplines
Education | Science and Mathematics Education | Secondary Education and Teaching
eCommons Citation
Wronowski, Meredith L. and Chen, Xiaoyuan, "Teachers’ Contexts, Their Instruction and Math Achievement: Evidence from the 2018 TALIS-PISA Link Data" (2023). Thomas C. Hunt Building a Research Community Day. 51.
https://ecommons.udayton.edu/sehs_brc/51
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