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How Learner-Centered Teaching is associated with Teacher Self-Effi cacy and Job Satisfaction: Analysis of Data from 31 Countries

Junghee Choi / Lee, Ju Ho / Kim, Booyuel

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Abstract

The expansion of learner-centered teaching has been the focus of education policy makers and teachers throughout the world. While most of the attention has been given to how learner-centered teaching influences student outcomes, it is important to consider how teachers are associated with learner-centered teaching. Using data from the OECD TALIS database, this study analyzes how the use of learner-centered teaching is associated with teacher self-efficacy and job satisfaction. Controlling for a wide range of teacher and classroom characteristics, as well as country and school fi xed effects, we fi nd that learner-centered teaching has a signifi cant and positive association with both teacher self-effi cacy and job satisfaction.

Issue Date
2018-10
Publisher
CICE Hiroshima University
URL
https://home.hiroshima-u.ac.jp/cice/wp-content/uploads/2019/07/How-Learner-Centered-Teaching-is-associated-with-Teacher-Self-Efficacy-and-Job-SatisfactionAnalysis-of-Date-from-31-Countries.pdf
Journal Title
Journal of International Cooperation in Education
Start Page
67
End Page
83
ISSN
1344-2996
Language
English
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