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<p>Singapore is internationally recognised for its high-quality education, but less is known about how instructional quality and teacher self-efficacy manifest within the national context. The current study applied self-report data from 3,262 teachers in Singapore gathered in the Teaching and Learning International Survey (TALIS) 2018 to explore the potential profiles of instructional quality and teachers’ self-efficacy. Three distinct profiles were identified using latent profile analysis (LPA), which can be characterised as low, medium, and high levels of instructional quality and self-efficacy, with 17.32%, 51.32%, and 31.36% of teachers falling into each group, respectively. ANOVA revealed significant differences in teachers’ educational degrees, teaching experience, teacher collaboration, and job satisfaction across the three profiles. These findings highlight important patterns in teacher development and performance within Singapore’s educational system. The study concludes by discussing the implications for educational policy and professional development, as well as limitations regarding the generalisability of the findings.</p>

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A Latent Profile Analysis of Teachers’ Perceptions of Instructional Quality and Self-Efficacy in Singapore: Links with Teacher Collaboration and Job Satisfaction

  • 期刊论文

  • 发表日期：

    2025年2月21日

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  • Na Zhou,
  • Xin Liu,
  • Xinglin Jin

摘要

Singapore is internationally recognised for its high-quality education, but less is known about how instructional quality and teacher self-efficacy manifest within the national context. The current study applied self-report data from 3,262 teachers in Singapore gathered in the Teaching and Learning International Survey (TALIS) 2018 to explore the potential profiles of instructional quality and teachers’ self-efficacy. Three distinct profiles were identified using latent profile analysis (LPA), which can be characterised as low, medium, and high levels of instructional quality and self-efficacy, with 17.32%, 51.32%, and 31.36% of teachers falling into each group, respectively. ANOVA revealed significant differences in teachers’ educational degrees, teaching experience, teacher collaboration, and job satisfaction across the three profiles. These findings highlight important patterns in teacher development and performance within Singapore’s educational system. The study concludes by discussing the implications for educational policy and professional development, as well as limitations regarding the generalisability of the findings.