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Teachers’ Contexts, Their Instruction And Math Achievement: Evidence From The 2018 Talis-Pisa Link Data, Meredith L. Wronowski, Xiaoyuan Chen
Teachers’ Contexts, Their Instruction And Math Achievement: Evidence From The 2018 Talis-Pisa Link Data, Meredith L. Wronowski, Xiaoyuan Chen
Thomas C. Hunt Building a Research Community Day
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 …