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Published (Version of record)CC BY V4.0, Open Access
Published (Version of record)CC BY V4.0, Open
Journal article
Understanding Early Career Teacher Instructional Quality: A Person‐Centred Approach
European journal of education, Vol.60(3), pp.1-15
09/2025
Appears in Recent Faculty of Education Publications
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Source: InCites
Abstract
The instructional quality of early career teachers is an important area of research that has potential to inform policy and practice. However, earlier research on this topic is primarily concerned with examining the relationship between early career teachers and their instructional quality. This study took a person‐centred approach to examining instructional quality profiles of early career teachers and relevant correlates. Data analysis conducted on a sample of 712 early career teachers in Australia revealed five distinct profiles of instructional quality: a laissez‐faire profile, a controlling profile, a low instructional clarity profile, a high instructional clarity profile and an exemplar profile. Teacher self‐efficacy and formal mentorship were found to be significant predictors of teacher membership in these five profiles. The findings offer important implications for early career teacher education and teacher professional development.
Details
- Title
- Understanding Early Career Teacher Instructional Quality: A Person‐Centred Approach
- Creators
- David R Turner - Southern Cross UniversityHoi Vo - Southern Cross UniversityDavid Lynch - Southern Cross UniversityDeclan Forrester - Southern Cross UniversityTony Yeigh - Southern Cross UniversityLana McCarthy - Southern Cross UniversityTom Casey - St Andrews Lutheran College (Australia, Gold Coast)
- Publication Details
- European journal of education, Vol.60(3), pp.1-15
- Publisher
- John Wiley & Sons Ltd.; HOBOKEN
- Grant note
- Wiley - Southern Cross University agreement via the Council of Australian University Librarians
The authors would like to thank the editor and the anonymous reviewers for the manuscript. Open access publishing facilitated by Southern Cross University, as part of the Wiley - Southern Cross University agreement via the Council of Australian University Librarians.
- Identifiers
- 991013296755402368
- Copyright
- © 2025 The Author(s).
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article