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<p>High-quality instruction requires pedagogical content knowledge (PCK) and motivational orientations. It remains largely unclear how facets of PCK and science-related self-efficacy beliefs are associated with key dimensions of teachers’ self-reported instructional practices (adaptivity, constructive support, classroom discipline) and how school contextual and process characteristics (experienced autonomy, collegial exchange and coordination, a&#xa0;trusting work climate) moderate these relationships. The analysis draws on 82&#xa0;complete datasets from the PISA Ceco 2022 teacher survey, using linear regression models with interaction terms. The findings show consistent associations between science-related self-efficacy and all three dimensions of self-reported instructional practice, whereas PCK and its facets do not exhibit general direct effects. At the same time, the results indicate that some relationships between professional characteristics and self-reported instructional practices depend on school contextual and process factors. Overall, the findings highlight the importance of jointly considering professional competence facets and working conditions in science education research.</p>

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Wie hängen das fachdidaktische Wissen und Selbstwirksamkeitserwartungen von Naturwissenschaftslehrkräften mit ihrem selbst berichteten Unterrichtsangebot zusammen? Zur moderierenden Rolle wahrgenommener schulischer Kontext- und Prozessmerkmale

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月18日

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  • Oliver Tepner,
  • Benjamin Münch,
  • Victoria Telser,
  • Arne Dittmer,
  • Christina Ehras,
  • Stefan Krauss,
  • Knut Neumann,
  • Stefan Sorge,
  • Pia Todtenhöfer,
  • Anja Schiepe-Tiska

摘要

High-quality instruction requires pedagogical content knowledge (PCK) and motivational orientations. It remains largely unclear how facets of PCK and science-related self-efficacy beliefs are associated with key dimensions of teachers’ self-reported instructional practices (adaptivity, constructive support, classroom discipline) and how school contextual and process characteristics (experienced autonomy, collegial exchange and coordination, a trusting work climate) moderate these relationships. The analysis draws on 82 complete datasets from the PISA Ceco 2022 teacher survey, using linear regression models with interaction terms. The findings show consistent associations between science-related self-efficacy and all three dimensions of self-reported instructional practice, whereas PCK and its facets do not exhibit general direct effects. At the same time, the results indicate that some relationships between professional characteristics and self-reported instructional practices depend on school contextual and process factors. Overall, the findings highlight the importance of jointly considering professional competence facets and working conditions in science education research.