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ORIGINAL RESEARCH article

Front. Educ.
Sec. Teacher Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1367076

Teacher Instructional Practices: Untangling their Complex Relations with Self-efficacy, Job Satisfaction, Stress, and Cooperation among Mathematics Teachers

Provisionally accepted
Yusuf F. Zakariya Yusuf F. Zakariya 1,2*Nurudeen A. Adegoke Nurudeen A. Adegoke 3
  • 1 Department of Mathematical Sciences, Faculty of Technoloy, University of Agder, Kristiansand, Vest-Agder, Norway
  • 2 Department of Science Education, Ahmadu Bello University, Zaria, Nigeria
  • 3 School of Natural and Computational Sciences, College of Sciences, Massey University, Auckland, Auckland, New Zealand

The final, formatted version of the article will be published soon.

    Background: Teacher instructional practices play crucial roles not only in shaping the happenings in the classrooms but also in facilitating students' understanding and success rates in mathematics. However, previous studies on teachers' factors that bolster or undermine instructional practices often consider the influence of these factors on instructional practices in isolation.Objective: On the contrary, we took an inclusive approach in the present study to quantify and disentangle the complex relationship between self-efficacy, job satisfaction, stress, cooperation, and instructional practices with a focus on mathematics teachers.We used structural equation modelling to analyse the generated data from 1304 Norwegian secondary school mathematics teachers.The results showed that teacher self-efficacy contributes the most to teacher instructional practices through direct and mediating effects. It mediates the effects of stress and cooperation on teachers' practices. The contribution of teacher cooperation to instructional practices supersedes teacher stress while the effect of job satisfaction is not substantial. Also, instructional practices that include frequent use of techniques of cognitive activation, clarity of instruction, and classroom management are more prevalent among female than male mathematics teachers in Norway.By implications, these findings revealed that teacher self-efficacy and teacher cooperation are prime factors which interventions could bring about the desired improvement in classroom practices among mathematics teachers.

    Keywords: teacher self-efficacy, Teacher cooperation, Mathematics teachers, TALIS 2018, Teacher job satisfaction

    Received: 08 Jan 2024; Accepted: 05 Jul 2024.

    Copyright: © 2024 Zakariya and Adegoke. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Yusuf F. Zakariya, Department of Mathematical Sciences, Faculty of Technoloy, University of Agder, Kristiansand, 4604, Vest-Agder, Norway

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.