Investigating factors affecting teachers' instructional practices: Evidence from TALIS 2018 Turkish data

Altun A., Kuduz E., Akkan İ. N.

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH, cilt.130, 2025 (SSCI, Scopus) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 130
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1016/j.ijer.2025.102557
  • Dergi Adı: INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, Periodicals Index Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Index Islamicus, DIALNET
  • Ondokuz Mayıs Üniversitesi Adresli: Evet

Özet

The study aimed to determine factors affecting teachers' instructional practices (teaching practices) based on the Teaching and Learning International Survey (TALIS) 2018 Turkish data. Despite the hierarchical data structure, the data did not fit the multi-level model, so it was decided to use multiple regression analysis. The analysis results showed that teacher self-efficacy, self-related efficacy in multicultural classrooms, teacher cooperation, diversity practices to the third model, teachers' perceived disciplinary climate, and professional development are needed for teaching diversity, social utility value, student behavior stress, and participation among stakeholders, school location, personal utility value, need professional, development in subject matter and pedagogy, gender, and lack of resources explained 36 % variance in teacher practices. Teacher self-efficacy was the most significant predictor, explaining 29 % of the variance in teaching practices.