Teacher clusters of emotions and self-efficacy in curriculum reform: Effects on collaboration and learner-centered teaching

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Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/125760

Title:	Teacher clusters of emotions and self-efficacy in curriculum reform: Effects on collaboration and learner-centered teaching
Authors:	Pan, Hui-Ling;Truong, Thi Minh Thu
Keywords:	Cluster analysis;Learner-centered teaching;Self-efficacy;Teacher collaboration;Teacher emotions
Date:	2024-04-26
Issue Date:	2024-07-31 12:12:12 (UTC+8)
Abstract:	This study aimed to examine the emotional and cognitive dimensions of teachers to elucidate how various clusters manifested their emotions and perceived their self-efficacy within the context of curriculum reform. Employing a survey design, we analyzed responses from 624 upper secondary school teachers in Taiwan. The results revealed three teacher clusters distinguished by varying levels of emotions and self-efficacy. Regression analyses indicated that self-efficacy, in comparison to emotions, emerged as a stronger predictor for teacher collaboration and learner-centered teaching practices. These findings hold implications for designing tailored professional development courses.
Relation:	Teaching and Teacher Education 144,　104604
DOI:	10.1016/j.tate.2024.104604
Appears in Collections:	[Depatrment of Education and Futures Design] Journal Article

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