Determining factors of teachers’ self-efficacy in countries of the European UnionResults from TAliS 2013

  1. Inmaculada Egido Gálvez 1
  2. Esther López-Martín 2
  3. Jesús Manso 3
  4. Javier M. Valle 3
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

  3. 3 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

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Revista:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Año de publicación: 2018

Volumen: 21

Número: 2

Páginas: 225-248

Tipo: Artículo

DOI: 10.5944/EDUCXX1.15875 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Educación XX1: Revista de la Facultad de Educación

Resumen

Over the last few years, the effect that teachers’ beliefs have on the results achieved by their students has been widely studied. Educational research has shown that the self-efficacy beliefs of teachers in their work influence their professional behavior and are associated with students’ achievement and motivation. The main aim of this work is to study the personal and contextual factors determining the level of self-efficacy perceived by teachers in countries of the European Union which participated in TAliS 2013. Specifically, it attempts to answer the following questions: What are the main determinants of teachers’ self-efficacy beliefs? Are these factors individual or contextual? Do these determinants vary from country to country? Taking into account the multistructural level of available data (teachers —level 1— are nested within schools —level 2— in each country), data analysis has been carried out by means of multilevel structural equation modeling. More specifically, a multigroup multilevel model has been designed to study the effect of teachers’ traits (level 1 predictors) and school traits (level 2 predictors) on the perceived level of self-efficacy in different countries. The results show that variables relating to the teachers as professionals (cooperation with their colleagues, encouraging self-evaluation by the students, teachers’ perception of satisfactory class discipline, a need for professional development in the contents of the subject taught and in teaching skills, and having a constructivist teaching approach) are the ones most closely related to their self-efficacy beliefs. These are more important than factors associated with the institutional setting in which they work (ownership, ratio, or shortage of resources), or strictly personal traits (age, gender, or work situation).

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Fuente de los datos: Dialnet