Investigating Factors Affecting Teachers' Instructional Practices: Evidence from TALIS 2018 Turkish Data

Abstract

The study aimed to determine factors affecting teachers' instructional practices (teaching practices) based on the Teaching and Learning International Survey (TALIS) 2018 Turkish data. Despite the hierarchical data structure, the data did not fit the multi-level model, so it was decided to use multiple regression analysis. The analysis results showed that teacher self-efficacy, self-related efficacy in multicultural classrooms, teacher cooperation, diversity practices to the third model, teachers' perceived disciplinary climate, and professional development are needed for teaching diversity, social utility value, student behavior stress, and participation among stakeholders, school location, personal utility value, need professional, development in subject matter and pedagogy, gender, and lack of resources explained 36 % variance in teacher practices. Teacher self-efficacy was the most significant predictor, explaining 29 % of the variance in teaching practices.