Creating Effective Teaching and Learning Environments: First Results from TALIS

225 Descriptive statistics for teachers' reported self-efficacy 226 Descriptive statistics for classroom environment 227 Teachers' characteristics and classroom disciplinary climate and teachers' self-efficacy 229 Teachers' professional development and classroom disciplinary climate and teachers' self-efficacy 231 Teaching practices, beliefs and attitudes and classroom disciplinary climate and teachers' self-efficacy 234 Teacher appraisal and feedback and classroom disciplinary climate and teachers' self-efficacy 238 School leadership and classroom disciplinary climate and teachers' self-efficacy 239 School autonomy and school climate and classroom disciplinary climate and teachers' self-efficacy 241 Conclusions and implications for policy and practice Highlights • Research has shown that classroom disciplinary climate is associated with student performance and that self-efficacy is an important measure of productivity and effectiveness. • Teachers with " constructivist " beliefs about teaching are more likely to report good classroom disciplinary climate in many countries, but those who emphasise the " direct transmission " of knowledge in instruction are more likely to teach classes with poorer disciplinary climate. Teachers who hold either of these types of beliefs strongly are more likely to report high self-efficacy. • Structured teaching practices and student-oriented teaching practices are both associated with good classroom climate and teachers' self-efficacy in many countries. This is less true of other practices identified in the survey. • Teacher appraisal is linked in some cases with self-efficacy, particularly when it involves public recognition of teachers' progress and is linked to innovative practices. • More professional development is often associated with greater teacher self-efficacy, but not generally with more orderly classrooms. • Teachers with relatively less experience and stability in their contractual status are significantly less likely to be teaching classes with a positive classroom disciplinary climate or to report high levels of self-efficacy. Teachers who are significantly more likely to report higher levels of self-efficacy are employed on permanent contracts (significant in 7 TALIS countries in the final net models estimated for each country), employed on a full-time basis (6 TALIS countries), and have more experience as a teacher (5 TALIS countries).