Adaptability among science teachers in schools: A multi-nation examination of its role in school outcomes

• Published in: Teaching and teacher education 2020-10, Vol.95, p.103148, Article 103148
• Main Authors: Collie, Rebecca J., Granziera, Helena, Martin, Andrew J., Burns, Emma C., Holliman, Andrew J.
• Format: Article
• Language: English
• Subjects: Multi-nation; PISA; School-level; Science; Secondary school; Self-efficacy; Teachers’ adaptability
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2020.103148

Adaptability helps teachers to navigate change, novelty, and uncertainty at work. We sought to extend understanding of adaptability by considering it at the school-level in 2189 high schools across eight nations. We investigated whether two job demands (disruptive student behavior, student diversity) and a job resource (teacher collaboration) are associated with school-average teacher adaptability. We also examined the association that school-average teacher adaptability has with teacher self-efficacy and, in turn, student self-efficacy. Findings showed, for example, that greater school-average teacher adaptability was positively associated with teacher self-efficacy and, in turn, student self-efficacy. Findings were similar across the eight nations. •We examined teacher adaptability in science instruction at the school-level.•Greater disruptive student behavior was associated with lower teacher adaptability.•In turn, teacher adaptability predicted greater self-efficacy for teaching science.•Teacher self-efficacy predicted greater student self-efficacy for learning science.•Results were very similar across 8 OECD countries.