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首页> 外文期刊>British journal of educational psychology >Teacher beliefs, teacher characteristics, and school contextual factors: What are the relationships?
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Teacher beliefs, teacher characteristics, and school contextual factors: What are the relationships?

机译：教师的信念，教师的特征和学校的环境因素：两者之间的关系是什么？

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There is a plethora of research around student beliefs and their contribution to student outcomes. However, there is less research in relation to teacher beliefs. Teacher factors are important to consider since beliefs mould thoughts and resultant instructional behaviours that, in turn, can contribute to student outcomes. Aims. The purpose of this research was to explore relationships between the teacher characteristics of gender and teaching experience, school contextual variables (socio-economic level of school and class level), and three teacher socio-psychological variables: class level teacher expectations, teacher efficacy, and teacher goal orientation. Sample. The participants were 68 male and female teachers with varying experience, from schools in a variety of socio-economic areas and from rural and urban locations within New Zealand. Method. Teachers completed a questionnaire containing items related to teacher efficacy and goal orientation in reading. They also completed a teacher expectation survey. Reading achievement data were collected on students. Interrelationships were explored between teacher socio-psychological beliefs and the teacher and school factors included in the study. Results. Mastery-oriented beliefs predicted teacher efficacy for student engagement and classroom management. The socio-economic level of the school and teacher gender predicted teacher efficacy for engagement, classroom management, instructional strategies, and a mastery goal orientation. Being male predicted a performance goal orientation. Conclusions. Teacher beliefs, teacher characteristics, and school contextual variables can result in differences in teacher instructional practices and differing classroom climates. Further investigation of these variables is important since differences in teachers contribute to differences in student outcomes.
机译：关于学生的信念及其对学生成绩的贡献，有大量研究。但是，关于教师信仰的研究较少。教师的因素很重要，因为信念会塑造思想和由此产生的教学行为，进而可以促进学生的学习成绩。目的这项研究的目的是探讨教师的性别特征与教学经验，学校情境变量（学校的社会经济水平和班级水平）以及三个教师社会心理变量之间的关系：班级水平的老师期望，老师的效能，和老师的目标定位。样品。参与者是来自不同社会经济领域的学校以及新西兰农村和城市地区的68名具有不同经验的男教师和女教师。方法。教师填写了一份问卷，其中包含与教师的效能和阅读目标取向有关的项目。他们还完成了教师期望调查。阅读成绩数据是针对学生收集的。探索了教师社会心理信念与研究中包括的教师和学校因素之间的相互关系。结果。掌握精通的信念可以预测教师在学生参与度和课堂管理方面的效能。学校的社会经济水平和教师性别预测了教师的敬业度，课堂管理，教学策略和掌握目标的能力。男性预测了绩效目标取向。结论教师的信念，教师的特征和学校的环境变量可能会导致教师教学实践的差异和教室环境的差异。由于教师的差异会导致学生成绩的差异，因此进一步研究这些变量非常重要。

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