Scholarlink

<p>Teachers’perceptions about effective teaching shape their practices. This study examines mathematics teachers’&#xa0;perceptions and their relationship with professional background and teacher motivation. The data were collected via&#xa0;an open survey that included professional background, motivation for being a mathematics teacher, the top three&#xa0;goals of a good mathematics lesson, and the criteria for evaluating a colleague’s lesson. Drawing on 632 responses&#xa0;from a national sample, we used latent class analysis to differentiate teacher profiles. Informed by the pedagogical&#xa0;triangle—student, teacher, and content—we found that teachers focused on student-learning when discussing lessons&#xa0;they viewed as successful, while emphasizing teacher-teaching when evaluating their colleagues’ lessons. Location, highest&#xa0;qualification, school level, and teacher motivation were associated with perceptions of effective teaching.&#xa0;The analysis yields five classes, highlighting different teacher profiles—the levels of schooling they taught, their&#xa0;highest qualifications, and the teacher motivations collectively influencing their perceptions of good mathematics&#xa0;teaching. Methodological considerations for investigating teachers’ perceptions and their implications for&#xa0;professional development are provided.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Associating teacher motivation and professional background with perception of effective mathematics teaching—a latent class analysis on a national sample in Vietnam

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月24日

查看全文
  • Dung Tran,
  • An Thi Tan Nguyen,
  • Phuong Thi Minh Ta,
  • Duyen Thi Nguyen,
  • Phuong Thi Minh Ho,
  • Thuy Thi Mai Nguyen

摘要

Teachers’perceptions about effective teaching shape their practices. This study examines mathematics teachers’ perceptions and their relationship with professional background and teacher motivation. The data were collected via an open survey that included professional background, motivation for being a mathematics teacher, the top three goals of a good mathematics lesson, and the criteria for evaluating a colleague’s lesson. Drawing on 632 responses from a national sample, we used latent class analysis to differentiate teacher profiles. Informed by the pedagogical triangle—student, teacher, and content—we found that teachers focused on student-learning when discussing lessons they viewed as successful, while emphasizing teacher-teaching when evaluating their colleagues’ lessons. Location, highest qualification, school level, and teacher motivation were associated with perceptions of effective teaching. The analysis yields five classes, highlighting different teacher profiles—the levels of schooling they taught, their highest qualifications, and the teacher motivations collectively influencing their perceptions of good mathematics teaching. Methodological considerations for investigating teachers’ perceptions and their implications for professional development are provided.