Instructional Autonomy, Teacher Self-Efficacy, and Reported Emphasis on Students' Social and Emotional Skills Development: A Design-Sensitive Analysis of Mathematics Teachers in TALIS 2024 Türkiye.
- DOI
- 10.3390/bs16091601
- Published
- 2026 Sep 9
- Container
- Behavioral sciences (Basel, Switzerland)
- Publisher
- Not recorded
- Open access
- unknown
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Cite this work
BibTeX
@article{allodium:10.3390/bs16091601,
title = {Instructional Autonomy, Teacher Self-Efficacy, and Reported Emphasis on Students' Social and Emotional Skills Development: A Design-Sensitive Analysis of Mathematics Teachers in TALIS 2024 Türkiye.},
author = {Erol R and Özdemir A},
year = {2026},
journal = {Behavioral sciences (Basel, Switzerland)},
doi = {10.3390/bs16091601},
url = {https://doi.org/10.3390/bs16091601}
}RIS
TY - JOUR TI - Instructional Autonomy, Teacher Self-Efficacy, and Reported Emphasis on Students' Social and Emotional Skills Development: A Design-Sensitive Analysis of Mathematics Teachers in TALIS 2024 Türkiye. AU - Erol R AU - Özdemir A PY - 2026 JO - Behavioral sciences (Basel, Switzerland) DO - 10.3390/bs16091601 UR - https://doi.org/10.3390/bs16091601 ER -
APA
R, E., & A, Ö. (2026). Instructional Autonomy, Teacher Self-Efficacy, and Reported Emphasis on Students' Social and Emotional Skills Development: A Design-Sensitive Analysis of Mathematics Teachers in TALIS 2024 Türkiye.. Behavioral sciences (Basel, Switzerland). https://doi.org/10.3390/bs16091601
Source records
- pubmed · retrieved 2026-09-26T16:09:34.085Z