The Relationship of Teacher Adaptability, Self-efficacy and Autonomy to Their Adaptive Practices
- 387 Downloads
Adaptability is an important disposition for teachers as response to change, novelty and uncertainty is central to their daily work. Teacher adaptability is an emerging construct in research on teacher classroom behaviours with evidence of correlation to improved outcomes for both teachers and students. Teacher adaptive practices were conceptualised in this study as the classroom behavioural expression of teacher adaptability. The data from 278 classroom observations of 71 teachers were analysed for its relationship to the teacher self-report constructs of teacher adaptability, teacher self-efficacy and perceived autonomy support. The study found that only teacher adaptability could predict a sub-scale of adaptive practices that potentially promote student critical and creative thinking. This finding signals an important relationship between teacher adaptability and adaptive teaching given that student critical and creative thinking is a valued outcome of schooling.
KeywordsDeterminants of Teacher Adaptability Teacher Self-Efficacy Adaptive Teaching
- AERA, APA, & NCME. (1999). Standards for educational and psychological testing. Washington: AERA.Google Scholar
- AERA, APA, & NCME. (2014). Standards for educational and psychological testing. Washington D.C.: AERA.Google Scholar
- Baard, P. P., Deci, E. L., & Ryan, R. M. (2004). Intrinsic need satisfaction: A motivational basis of performance and weil-being in two work settings. Journal of Applied Social Psychology, 34(10), 2045–2068. https://doi.org/10.1111/j.1559-1816.2004.tb02690.x.CrossRefGoogle Scholar
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.Google Scholar
- Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Harvard Graduate Education School: Harvard Education Press.Google Scholar
- Collie, R. J., & Martin, A. J. (2017). Teachers’ sense of adaptability: Examining links with perceived autonomy support, teachers’ psychological functioning, and students’ numeracy achievement. Learning and Individual Differences, 55, 29–39. https://doi.org/10.1016/j.lindif.2017.03.003.CrossRefGoogle Scholar
- Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2016). Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics. Journal of Educational Psychology, 108(6), 788–799. https://doi.org/10.1037/edu0000088.CrossRefGoogle Scholar
- Curry School of Education University of Virginia. (2018). My teaching partner. Retrieved from https://curry.virginia.edu/myteachingpartner.
- Danielson, C. (2012). Observing classroom practice. Educational Leadership, 70(3), 32–37.Google Scholar
- Danielson, C. (2013). The framework for teacher evaluation instrument (2013th ed.). Princeton, NJ: The Danileson Group.Google Scholar
- Harris, D. N. (2012). How do value-added indicators compare to other measures of teacher effectiveness. Carnegie Knowledge Network Brief, (5).Google Scholar
- Kane, M. T., & Staiger, D. O. (2012). Gathering feedback for teaching. Combining high-quality observations with student surveys and achievement gains. Retrieved from Seattle, WA: http://eric.ed.gov/?id=ED540960.
- Kline, R. B. (2010). Principles and practices of structural equation modeling (3rd ed.). New York, NY: Guilford Press.Google Scholar
- Lucas, B., Claxton, G., & Spencer, E. (2013). Progression in student creativity in schools: First steps towards new forms of formative assessments. OECD: OECD Publishing. https://doi.org/10.1787/5k4dp59msdwk-en.
- Martin, A. J., Nejad, H., Colmar, S., Liem, G. A. D., & Collie, R. J. (2015). The role of adaptability in promoting control and reducing failure dynamics: A mediation model. Learning and Individual Differences, 38, 36–43. http://dx.doi.org/10.1016/j.lindif.2015.02.004.
- McKenzie, P., Weldon, P., Rowley, G., Murphy, M., & McMillan, J. (2014). Staff in Australian Schools 2013: Main report on the survey. Retrieved from https://docs.education.gov.au/system/files/doc/other/sias_2013_main_report.pdf.
- MET Project. (2013). Ensuring fair and reliable measures of effective teaching: Culminating findings from the MET project’s three-year study—Policy and practitioner brief. Seattle, WA: Bill & Melinda Gates Foundation.Google Scholar
- Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., …, Allen, M. (2017). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 0(0), 0034654317743198. https://doi.org/10.3102/0034654317743198.
- Pianta, R. C., Hamre, B. K., & Mintz, S. (2012). Classroom assessment scoring system: Secondary manual. Curry School of Education University of Virginia: Teachstone.Google Scholar
- Sorensen, N. (2016). Improvisation and teacher expertise: implications for the professional development of outstanding teachers. Professional Development in Education, 1–17. https://doi.org/10.1080/19415257.2015.1127854.
- Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston: Pearson Education Inc.Google Scholar
- Vaughn, M., Parsons, S. A., Burrowbridge, S. C., Weesner, J., & Taylor, L. (2016). In their own words: teachers’ reflections on adaptability. Theory Into Practice, 259–266. https://doi.org/10.1080/00405841.2016.1173993.
- Victoria State Government. (2018). Education state ambition: Learning for life. Melbourne: Victoria Government. Retrieved from http://www.education.vic.gov.au/Documents/about/educationstate/EducationState_LearningForLife.pdf.
- Willett, M., Segal, D., & Walford, W. (2014). National teaching workforce dataset data analysis report 2014. Retrieved from https://docs.education.gov.au/system/files/doc/other/ntwd_data_analysis_report.pdf.
- Zhao, Y. (2012). World class learners: Educating creative and entrepreneurial students. Corwin Press.Google Scholar