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http://dx.doi.org/10.14400/JDC.2020.18.11.051

The Effects of Teacher's Background Variables and Teacher Efficacy on Elementary School Teacher's Instructional Behavior in Student-Participatory Class  

Kim, Do-Hyeong (Department of Education, Gyeongsang National University)
Lee, Dong Yub (Department of Education, Gyeongsang National University)
Publication Information
Journal of Digital Convergence / v.18, no.11, 2020 , pp. 51-58 More about this Journal
Abstract
The purpose of this study was to provide research results on how teacher background variables and teacher efficacy affect the teacher's instructional behavior of elementary school teachers in student participatory classes. A survey was conducted on 122 elementary school teachers in the G area and a regression analysis was conducted to analyze the relationship of influence between variables. As a result of the regression analysis, self-regulation efficiency and task difficulty preference had a significant impact on elementary teachers' instructional behavior. As for teaching knowledge, class motivation, which are sub-variable factors in class behavior, self-regulating efficacy had a higher influence than task difficulty preference and for class communication, task difficulty preference had a higher influence than self-regulating efficacy. Based on the results of the study, we considered ways to show desirable teaching behavior of elementary school teachers in student participatory classes.
Keywords
Student participatory class; Elementary school teacher; Teacher background variables; Teacher efficacy; Teacher's instructional behavior;
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