The Relationship of Teacher Adaptability, Self-efficacy and Autonomy to Their Adaptive Practices

Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)


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.


Determinants of Teacher Adaptability Teacher Self-Efficacy Adaptive Teaching 


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Copyright information

© The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.School of EducationUNSW SydneySydneyAustralia
  2. 2.Research Centre for Teacher EducationBeijing Normal UniversityBeijingChina

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