PHYSICS TEACHERS’ SELF-EFFICACY, INNOVATIVE TEACHING AND COMPREHENSIVE TEACHING APPROACH: LATENT PROFILE ANALYSIS

Qiang-Wen Lin; Yu-Zhou Luo

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PHYSICS TEACHERS’ SELF-EFFICACY, INNOVATIVE TEACHING AND COMPREHENSIVE TEACHING APPROACH: LATENT PROFILE ANALYSIS

Title	PHYSICS TEACHERS’ SELF-EFFICACY, INNOVATIVE TEACHING AND COMPREHENSIVE TEACHING APPROACH: LATENT PROFILE ANALYSIS
Publication Type	Journal Article
Year of Publication	2023
Authors	Lin, Q-W, Luo, Y-Z
Journal	Journal of Baltic Science Education
Volume	22
Issue	4
Start Page	668-681
Pagination	Continuous
Date Published	August/2023
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	comprehensive teaching approach, innovative teaching, Latent Profile Analysis, physics teachers, self-efficacy
Abstract	Physics education aims to develop sophisticated thinking abilities and enhance conceptual depth, but student interest has decreased, emphasizing the importance of teacher quality in fostering success and positive attitudes. The aim of the study was to examine the physics teachers' self-efficacy, innovative teaching, and comprehensive teaching approach levels. As data collecting instruments, self-efficacy, innovative physics teaching, and comprehensive teaching approach scores were utilized. In the pilot research group, validity and reliability assessments were conducted on the scales. The primary research involved 241 physics teachers. As the measurement variables were constantly changeable, Latent Profile Analysis was utilized. The present study's results suggest that teachers have high self-perceptions in various dimensions related to teaching effectiveness, including self-efficacy, innovative teaching, and comprehensive teaching approach. These results are consistent with previous research that has shown a positive relationship between teacher self-perceptions and teaching effectiveness. Future research could explore the relationship between teacher self-perceptions and student achievement to better understand the impact of self-perceptions on student outcomes. Overall, the results of this study highlight the importance of supporting teachers' self-efficacy and providing opportunities for innovative teaching and professional development to improve comprehensive teaching approach.
URL	https://oaji.net/articles/2023/987-1693508044.pdf
DOI	10.33225/jbse/23.22.668
Refereed Designation	Refereed
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