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Can Increasing teachers’Teaching autonomy Help Improve Instructional Quality?-Based on the Results of TALIS 2018

Frontiers of Education in China 2022年第2期17卷 272-299页

作者： LIN Qi ZHOU Bin Department of Education East China Normal UniversityShanghai 200062China

Teaching autonomy is an important power of teachers as professionals and also a key factor affecting instructional *** on the relevant data of the Teaching and Learning International Survey(TALIS)2018,this study analyzes teachers’teaching autonomy and its effect on instructional *** finds that,firstly,as compared to those in the countries of the Organization for Economic Co-operation and Development(OECD),teachers in Shanghai,China,have greater teaching autonomy,but there is still room for improvement in this *** have sufficient autonomy in determining the instructional content and disciplining students,but not in assessing students’***,increasing the teaching autonomy in Shanghai can significantly improve instructional *** their autonomy in assessing students’learning has the greatest effect on improving instructional quality,while increasing the autonomy in choosing teaching methods has the least effect,which is culturally different from the situation in OECD ***,the influence of teaching autonomy on instructional quality is positively moderated by teaching efficacy,which means that teachers need to have the“ability”in addition to the“autonomy.”Based on this,suggestions are also made.

关键词： teaching autonomy classroom instruction teacher autonomy in assessment fixed effect model Teaching and Learning International Survey(TALIS)

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