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

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.