Adaptability among science teachers in schools: A multi-nation examination of its role in school outcomes

Rebecca J. Collie, Helena Granziera, Andrew J. Martin, Emma C. Burns, Andrew J. Holliman

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

27 Citas (Scopus)

Resumen

Adaptability helps teachers to navigate change, novelty, and uncertainty at work. We sought to extend understanding of adaptability by considering it at the school-level in 2189 high schools across eight nations. We investigated whether two job demands (disruptive student behavior, student diversity) and a job resource (teacher collaboration) are associated with school-average teacher adaptability. We also examined the association that school-average teacher adaptability has with teacher self-efficacy and, in turn, student self-efficacy. Findings showed, for example, that greater school-average teacher adaptability was positively associated with teacher self-efficacy and, in turn, student self-efficacy. Findings were similar across the eight nations.

Idioma originalEnglish
Número de artículo103148
PublicaciónTeaching and Teacher Education
Volumen95
DOI
EstadoPublished - oct. 2020
Publicado de forma externa

Nota bibliográfica

Publisher Copyright:
© 2020 Elsevier Ltd

ASJC Scopus Subject Areas

  • Education

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