Determining factors of teachers’ self-efficacy in countries of the European UnionResults from TAliS 2013

  1. Inmaculada Egido Gálvez 1
  2. Esther López-Martín 2
  3. Jesús Manso 3
  4. Javier M. Valle 3
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

  3. 3 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

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Revista:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Año de publicación: 2018

Volumen: 21

Número: 2

Páginas: 225-248

Tipo: Artículo

DOI: 10.5944/EDUCXX1.15875 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Educación XX1: Revista de la Facultad de Educación

Resumen

En los últimos años, el efecto de las creencias de los profesores sobre los resultados obtenidos por sus alumnos ha sido ampliamente estudiado. la investigación educativa ha demostrado que las creencias de autoeficacia de los docentes en su trabajo influyen en su comportamiento profesional y están asociadas con el rendimiento y la motivación de los estudiantes. El objetivo principal de este trabajo es estudiar los factores personales y contextuales que determinan el nivel de autoeficacia percibida por los docentes en los países de la Unión Europea que participaron en TAliS 2013. En concreto, se trata de responder a las siguientes preguntas: ¿Qué variables determinan las creencias de autoeficacia de los docentes? ¿Se trata de factores de carácter individual o contextual? ¿Estos determinantes varían de un país a otro? Teniendo en cuenta el nivel agregado de los datos disponibles (los profesores —nivel 1— se anidan dentro de las escuelas —nivel 2— en cada país), el análisis de datos se ha llevado a cabo por medio de modelos de ecuaciones estructurales multinivel. Más específicamente, se ha estimado un modelo multinivel multigrupo para estudiar el efecto de las características de los profesores (predictores de nivel 1) y de las escuelas (predictores de nivel 2) en el nivel de percepción de autoeficacia en diferentes países. los resultados muestran que las variables relativas a los profesores como profesionales (cooperación con sus colegas, fomento de la autoevaluación por parte de los estudiantes, percepción de una disciplina de aula satisfactoria, necesidad de desarrollo profesional en los contenidos de la materia enseñada y en las habilidades de enseñanza, así como un enfoque pedagógico constructivista) son las que se relacionan más estrechamente con sus creencias de autoeficacia. Estos factores son más importantes que los relacionados con el entorno institucional en el que trabajan (titularidad del centro, ratio o escasez de recursos) o con rasgos de carácter estrictamente personal (edad, sexo o situación laboral).

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Fuente de los datos: Dialnet