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Teacher Adaptive Practices: Examining Links with Teacher Self-Efficacy, Perceived Autonomy Support and Teachers’ Sense of Adaptability

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Teacher adaptability is an emerging construct in research on teacher effectiveness with evidence of links to improved outcomes for both teachers and students. This study examined the links between teacher adaptive practices and teacher self-efficacy, perceived autonomy support and teacher adaptability. The study found that only teacher adaptability could predict a sub-scale of creativity promoting teaching behaviours. This finding signals an important relationship between teacher adaptability and teacher effectiveness given that student creativity is a valued outcome of schooling.
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Keywords: perceived autonomy support; teacher adaptability; teacher adaptive practices; teacher effectiveness; teacher self-efficacy

Document Type: Research Article

Publication date: December 1, 2018

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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