Zakariya Yusuf F
Department of Mathematical Sciences, University of Agder, Kristiansand, Norway.
Heliyon. 2021 Oct 20;7(10):e08212. doi: 10.1016/j.heliyon.2021.e08212. eCollection 2021 Oct.
Teacher self-efficacy is a crucial personal characteristic that is important not only for teachers' well-being but also for the overall teaching and learning. However, the difficulty to ascertain scalar invariance in the measurement of the construct has beset previous attempts of cross-cultural comparisons. This study implements an alignment optimisation method to compare and rank mean teacher self-efficacy of over 150,000 teachers across 48 countries and economies that participated in the Teaching and Learning International Survey (TALIS) that was conducted 2018. The findings show that Columbia, Portugal, United Arab Emirates, Hungary, and South Africa have teachers with the highest mean self-efficacy. On the flip side, Czech Republic, Estonia, Chinese Taipei, Norway, and Japan have teachers with the least mean self-efficacy. Additionally, the findings provide a framework for direct comparisons between countries based on the mean teacher self-efficacy. The researcher believes that policymakers, research and development centres, and other education stakeholders will take a cue from the findings of the present study to identify and investigate countries with high self-efficacy teachers for improved teacher self-efficacy in own country.
教师自我效能感是一项关键的个人特质，不仅对教师的幸福感很重要，对整体教学也很重要。然而，在该构念的测量中难以确定标度不变性，这困扰着以往跨文化比较的尝试。本研究采用一种校准优化方法，对参与2018年开展的国际教学调查（TALIS）的48个国家和经济体的15万多名教师的平均教师自我效能感进行比较和排名。研究结果表明，哥伦比亚、葡萄牙、阿拉伯联合酋长国、匈牙利和南非的教师平均自我效能感最高。另一方面，捷克共和国、爱沙尼亚、中国台北、挪威和日本的教师平均自我效能感最低。此外，研究结果提供了一个基于教师平均自我效能感在各国之间进行直接比较的框架。研究者认为，政策制定者、研发中心和其他教育利益相关者将从本研究的结果中获得启示，以识别和调查拥有高自我效能感教师的国家，从而提高本国教师的自我效能感。
