Adaptability among science teachers in schools

a multi-nation examination of its role in school outcomes

Rebecca J. Collie*, Helena Granziera, Andrew J. Martin, Emma C. Burns, Andrew J. Holliman

*Corresponding author for this work

Research output: Contribution to journalArticle

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.

Original languageEnglish
Article number103148
Pages (from-to)1-11
Number of pages11
JournalTeaching and Teacher Education
Volume95
DOIs
Publication statusPublished - Oct 2020
Externally publishedYes

Keywords

  • teachers’ adaptability
  • school-level
  • self-efficacy
  • Secondary school
  • science
  • PISA
  • multi-nation

Fingerprint Dive into the research topics of 'Adaptability among science teachers in schools: a multi-nation examination of its role in school outcomes'. Together they form a unique fingerprint.

Cite this