Collie, RJ;
Granziera, H;
Martin, AJ;
Burns, EC;
Holliman, AJ;
(2020)
Adaptability among science teachers in schools: A multi-nation examination of its role in school outcomes.
Teaching and Teacher Education
, 95
, Article 103148. 10.1016/j.tate.2020.103148.
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Abstract
Adaptability helps teachers to navigate change, novelty, and uncertainty at work. We sought to extend understanding of adaptability by considering it at the school-level in 2189 high schools across eight nations. We investigated whether two job demands (disruptive student behavior, student diversity) and a job resource (teacher collaboration) are associated with school-average teacher adaptability. We also examined the association that school-average teacher adaptability has with teacher self-efficacy and, in turn, student self-efficacy. Findings showed, for example, that greater school-average teacher adaptability was positively associated with teacher self-efficacy and, in turn, student self-efficacy. Findings were similar across the eight nations.
| Type: | Article |
|---|---|
| Title: | Adaptability among science teachers in schools: A multi-nation examination of its role in school outcomes |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1016/j.tate.2020.103148 |
| Publisher version: | https://doi.org/10.1016/j.tate.2020.103148 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Teachers’ adaptability, School-level, Self-efficacy, Secondary school, Science, PISA, Multi-nation |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10105789 |
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