Relations of teacher self-concept and values with teaching approaches

Year: 2012

Author: Yeung, Alexander, Kaur, Gurvinder, Craven, Rhonda

Type of paper: Abstract refereed


Self-concept is known to influence behaviour and value is also known to influence beliefs. However, the relative influences of teachers' self-concept and value of learning on their beliefs about student ability and their teaching approaches are unclear. The aim of the study was to investigate the relative impact of two predictors (teacher self-concept, value of learning) on three outcomes (beliefs about student ability, student-centred teaching approach, and teacher-centred teaching approach).
Teachers from 52 schools in New South Wales, Australia (N=208) participated in this study. They responded to a survey that measured their self-concept as a teacher (5 items), values of learning (4 items), beliefs about student ability (3 items), student-centred teaching approach (5 items), and teacher-centred teaching approach (5 items), with the items randomised. Using MPlus, Confirmatory factor analysis (CFA) was used to identify the factors. Structural equation modelling (SEM) was used to test the paths from two predictors (self-concept, value) to three outcome variables (belief, student-centred, teacher-centred).
The CFA model yielded five factors with a good model fit. The reliability of each scale was acceptable (alphas > .70). SEM found significantly positive paths from self-concept to both student-centred and teacher-centred teaching approaches; whereas the paths from value was significantly positive to student-centred teaching but significantly negative to beliefs.
To facilitate teachers to teach with a repertoire of different teaching approaches, teacher education should pay attention to enhancing teachers' self-concept. To promote student-centred teaching and reduce bias on beliefs about student ability, teacher education should reinforce teachers' value of learning.