Relationship between teachers reporting improving teacher salaries to be of “high importance” with they report higher self‑efficacy, in upper secondary education

Perceived academic self-efficacy represents an important component of students’ mental health and well-being. The link between efficacy beliefs and level of academic performances relies on the fact that they regulate the anxiety and foster motivation, school engagement, effort, and perseverance of students. This paper aims to identify factors that are conducive for more efficacious beliefs in different socio-economic and educational contexts. We build our analysis on data collected from a sample of Romanian upper secondary education students on their beliefs in relation to their ability to perform at the baccalaureate exam. We employ decision tree models in order to unveil the way factors interact and predict perceived academic self-efficacy, with focus on the positive support received from parents and teachers, as well as on features of the school environment. Our results can be useful for building more resilient educational environments that support mental health and academic well-being of students.

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Teachers' self-efficacy in upper secondary education

TALIS - New Insights from TALIS 2013 ◽

10.1787/9789264226319-table182-en ◽

2014 ◽

Keyword(s):

Secondary Education ◽

Self Efficacy ◽

Upper Secondary Education ◽

Upper Secondary

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Towards Flipped Learning in Upper Secondary Mathematics Education

Journal of Mathematics Education ◽

10.31327/jme.v5i1.1114 ◽

2020 ◽

Vol 5 (1) ◽

pp. 1-15

Author(s):

Robert Weinhandl ◽

Zsolt Lavicza ◽

Stefanie Schallert

Keyword(s):

Secondary Education ◽

Mathematics Education ◽

Mathematics Learning ◽

Flipped Learning ◽

Educational Innovations ◽

Design Based Research ◽

Secondary Mathematics Education ◽

Upper Secondary Education ◽

Mathematics Classrooms ◽

Upper Secondary

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

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