Robert M Klassen
Biographic Data
| ID | 120216 |
|---|---|
| NAME | Robert M Klassen |
| GIVEN NAMES | Robert M |
| FAMILY NAME | Klassen |
| SIGNATURE | KLASSEN R M |
| AFFILIATIONS | University of York |
| ORCID | 0000-0002-1127-5777 |
| VERIFIED | Yes |
| TOTAL WORKS | 50 |
| TOTAL CITATIONS | 100 |
| AUTHOR COUNT | 50 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Conceptions of visual literacy in school-age education: A systematic review
Ethics Review of AI research: An approach to reviewing and revising existing governance structures
The recent advancements in artificial intelligence (AI), and data science more broadly, have led to a proliferation of new methods and tools, such as machine learning (ML), that are used in all kinds of scientific research, from biomedical research through to environmental and education research. Research ethics review bodies are increasingly required to review AI research protocols that cover these different fields of enquiry. Questions have bee…
Who will become teachers? Personal and social-environmental factors influencing preservice teachers’ entry into teaching
This longitudinal mixed-method study examines how preservice teachers' personal and social environmental factors predict their career decisions after graduation. The study investigated preservice teachers’ background, cognitive attributes, non-cognitive attributes, and perceived social environment before graduation, tracking their careers ten months later. Career decisions were categorized as becoming teachers, pursuing professional degrees, or l…
When “past” meets “present”: Effects of preservice teachers’ initial career choices and current plans on teaching values, self-efficacy, and person-vocation fit
Digital innovations in teacher recruitment: An experimental study
Teacher shortages are a serious challenge in many countries, made worse by declining enrolments in initial teacher education (ITE) programs and growing competition for talented young people making career decisions. To address this challenge, we developed and tested two digital interventions—a persuasive game (TeachQuest) and a realistic job preview (RJP)—designed to enhance undergraduate students' teaching interest, teaching self-efficacy, and pe…
Back to Basics With Teacher Recruitment: What Do STEM Undergraduates Want
The recruitment of undergraduate students in England into teacher education is a recognised challenge with recruitment targets having been missed in nine of the last 10 years. The recruitment shortfalls are most acute within STEM (Science, Technology, Engineering, and Mathematics) subjects. This qualitative study explores which aspects of teaching attract and deter undergraduate STEM students from entering the profession, and which aspects of the…
Navigating urban classrooms: The role of diversity-related stress and intentions to leave in preservice teachers’ self-efficacy
This three-wave study examined relationships between preservice teachers' diversity-related stress, teaching self-efficacy (TSE), and intentions to leave the profession. Participants ( N = 386) from four Dutch teacher training programs completed surveys on diversity-related stress, intentions to leave, and TSE over 18 months. Random intercept cross-lagged panel models showed that higher diversity-related stress predicted lower TSE and increased i…
The five‐year itch: Motivational factors that influence the career decisions of early career teachers in England
Teacher retention in England continues to be in a state of decline, with early career teachers (ECTs) most at risk of leaving the profession. High attrition rates create an unstable and unsustainable workforce, which negatively affects the educational development of young people. The purpose of this paper was to explore the career‐related push and pull factors for ECTs in England. The paper also explores the way in which ECTs' experiences shape c…
Career motivations and perceptions of teaching of 16–19‐year‐olds in England and Wales
The current study provides an understanding of career‐related motivations of 16–19‐year‐olds in schools and A‐level colleges in England and Wales. The 672 participants (62% women) were asked to complete a modified version of the Motivations for Career Choice and the Persistence Research in Science and Engineering scales and provide comments on their perceptions of teaching as a career. Results showed that participants were most interested in entr…
Performance on classroom simulations enhances preservice teachers' motivation in teaching: A latent change perspective
BackgroundPreparing preservice teachers for teaching placements and future careers is crucial. However, their motivation often fluctuates as they gain experience and receive feedback from influential sources. While previous studies have examined changes in preservice teachers' motivation over time, there has been little research on how this motivation varies in relation to performance during simulations.AimsWe explored how performance on a series…
Measuring the effects of motivation messages on STEM undergraduates’ interest in teaching
The need for STEM teachers in the UK is acute. This intervention study investigated the effect of motivation messages on teaching interest, self-efficacy, person-vocation (PV) fit, and enjoyment of 423 UK-based STEM undergraduates. Vignettes depicted authentic teaching scenarios evoking social utility (SU), personal utility (PU) values, and PV fit. Interest in teaching increased after exposure to the intervention (p < 0.001). SU vignettes increas…
Developing the Teacher mentoring self-efficacy scale (TMSES) using the Delphi method and exploratory factor analysis
As a psychometrically robust scale for measuring teacher mentoring self-efficacy beliefs remains to be established, the purpose of this study was to address this gap by developing the teacher mentoring self-efficacy scale (TMSES). In Phase 1 a Delphi approach (N = 26) determined the competencies needed for effective teacher mentoring. In Phase 2 these 44 competencies were used to generate TMSES items. Following testing with 239 teacher mentors, e…
Longitudinal effects of a scenario-based learning intervention on preservice teacher self-efficacy
We explore how an online ‘scenario-based learning’ (SBL) intervention is associated with the teaching-related self-efficacy of 1261 preservice teachers recruited from an initial teacher education (ITE) program in the UK. Participants completed four 1-hour online sessions involving realistic classroom scenarios and received real-time feedback on their responses. Results showed a positive upward trajectory for self-efficacy with some variation amon…
Can an online scenario-based learning intervention influence preservice teachers’ self-efficacy, career intentions, and perceived fit with the profession
The purpose of this article is to explore how a brief, scalable, online scenario-based learning (SBL) intervention influences preservice teachers’ self-efficacy, career intentions, and perceived fit with the profession. A sample of 1,513 preservice teachers from a large undergraduate teacher education programme in Australia was recruited over two years to complete three SBL sessions (with four measurement points) over the course of three weeks. W…
Attracting prospective STEM teachers using realistic job previews: A mixed methods study
The purpose of this article is to report the development and implementation of a STEM teacher attraction intervention based on person-environment (and person-vocation) fit theory. Study 1 reports the administration of an 'realistic job preview' (RJP) intervention requiring participant responses, followed by experienced teacher feedback and a tailored fit message to 111 university students in STEM-related fields. Results showed a significant relat…
Longitudinal relationships between teachers’ utility values and quitting intentions: A person-organization fit perspective
This five-month, two-wave longitudinal study investigated the direct associations between teachers' utility values and quitting intentions, as well as the indirect associations between utility values and teacher outcomes via perceived person-organization fit. The sample included 1,086 Canadian teachers. Results from the latent change structural equation modeling suggested that teachers’ social and personal utility values at the beginning of the s…
Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review
This integrative review aims to render a systematic account of the role that teachers’ psychological characteristics, such as their motivation and personality, play for critical outcomes in terms of teacher effectiveness, teachers’ well-being, retention, and positive interpersonal relations with multiple stakeholders (e.g., students, parents, principals, colleagues). We first summarize and evaluate the available evidence on relations between psyc…
Teacher Selection: Evidence-Based Practices
The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers
Examining teacher recruitment strategies in England
For national education systems, the goal of an effective teacher recruitment strategy is not simply to attract more applicants, but to attract high-quality applicants who are well suited to teaching and are likely to remain in the profession. The goal of this article is to examine teacher recruitment strategies in England and to propose new models to understand and improve these strategies. We began by reviewing personnel recruitment theories and…
The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
The selection gap in teacher education: Adverse effects of ethnicity, gender, and socio‐economic status on situational judgement test performance
BACKGROUND: Situational judgement tests (SJTs) measure non-cognitive attributes and have recently drawn attention as a selection method for initial teacher education programmes. To date, very little is known about adverse impact in teacher selection SJT performance. AIMS: This study aimed to shed light on adverse effects of gender, ethnicity, and socio-economic status (SES) on SJT scores, by exploring both main effects and interactions, and consi…
Teacher Selection: Evidence-Based Practices
Criteria for adulthood, resilience, and self-esteem among emerging adults in Hong Kong: A path analysis approach
A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout
Longitudinal relations between teaching-related motivations and student-reported teaching quality
Investigating pre-service teacher motivation across cultures using the Teachers’ Ten Statements Test
National context and teacher characteristics: Exploring the critical non-cognitive attributes of novice teachers in four countries
The purpose of this article was to examine what education professionals in four countries (England, Finland, Malawi, and Oman) deemed as the critical (i.e., most important for effective teaching) non-cognitive attributes of novice teachers. Results from an iterative comparative case study showed that participants consistently judged certain attributes of novice teachers as critical, i.e., empathy, organization, and resilience. However, there was …
Motivation and collaboration: The keys to a developmental framework for teachers’ professional learning
Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study
Longitudinal relationships between teachers’ utility values and quitting intentions: A person-organization fit perspective
This five-month, two-wave longitudinal study investigated the direct associations between teachers' utility values and quitting intentions, as well as the indirect associations between utility values and teacher outcomes via perceived person-organization fit. The sample included 1,086 Canadian teachers. Results from the latent change structural equation modeling suggested that teachers’ social and personal utility values at the beginning of the s…
Can we improve how we screen applicants for initial teacher education
Identifying the best possible candidates for initial teacher education (ITE) programs is one of the first steps in building a strong teacher workforce. We report three phases of development and testing of a contextualized teaching-focused situational judgment test (SJT) designed to screen applicants at a large and competitive ITE program in the U.K. Results showed that the SJT was a reliable and predictive tool that enhanced existing screening me…
Teachers' cognitive processing of complex school-based scenarios: Differences across experience levels
Teachers are confronted with and must process challenging situations every day. Yet the development trajectory of their processing ability is unknown. Our two-part mixed method studies use a think-aloud methodology to understand how teachers cognitive process difficult school-based and non-school-based scenarios. Studies 1 and 2 examine the differences between expert, beginning, and pre-service teachers without and with pre-existing response opti…
A Cross‐Cultural Study of Adolescent Procrastination
In this study, we explore academic procrastination and associated motivation variables in 612 adolescents from Canada and Singapore. Few studies have explored adolescent procrastination and no previous studies have investigated adolescent procrastination using a cross‐cultural framework. Singaporean adolescents reported higher levels of procrastination and lower levels of self‐efficacy for self‐regulation than Canadian adolescents. Males across s…
The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
How times change: Secondary teachers' job satisfaction and dissatisfaction in 1962 and 2007
In this article we explore the level of job satisfaction and the sources of job dissatisfaction for 210 secondary school teachers in southwest England and compare our results with the results from a similar study published in 1962. Using anonymous questionnaires, we asked 210 secondary teachers in southwest England (63% female) to rate their level of job satisfaction and to rate 16 sources of job dissatisfaction that we adapted from the study. Te…
Navigating urban classrooms: The role of diversity-related stress and intentions to leave in preservice teachers’ self-efficacy
This three-wave study examined relationships between preservice teachers' diversity-related stress, teaching self-efficacy (TSE), and intentions to leave the profession. Participants ( N = 386) from four Dutch teacher training programs completed surveys on diversity-related stress, intentions to leave, and TSE over 18 months. Random intercept cross-lagged panel models showed that higher diversity-related stress predicted lower TSE and increased i…
Performance on classroom simulations enhances preservice teachers' motivation in teaching: A latent change perspective
BackgroundPreparing preservice teachers for teaching placements and future careers is crucial. However, their motivation often fluctuates as they gain experience and receive feedback from influential sources. While previous studies have examined changes in preservice teachers' motivation over time, there has been little research on how this motivation varies in relation to performance during simulations.AimsWe explored how performance on a series…
Measuring the effects of motivation messages on STEM undergraduates’ interest in teaching
The need for STEM teachers in the UK is acute. This intervention study investigated the effect of motivation messages on teaching interest, self-efficacy, person-vocation (PV) fit, and enjoyment of 423 UK-based STEM undergraduates. Vignettes depicted authentic teaching scenarios evoking social utility (SU), personal utility (PU) values, and PV fit. Interest in teaching increased after exposure to the intervention (p < 0.001). SU vignettes increas…
Optimism and realism: A review of self‐efficacy from a cross‐cultural perspective
T his review critically examines much of the research investigating self‐efficacy beliefs through cross‐cultural comparisons. Two sets of cross‐cultural comparison groups are examined: Asian (or immigrant Asian) versus Western, and Eastern European versus Western European and American groups. After an introduction to self‐efficacy theory, some cross‐cultural aspects of self and self‐beliefs are discussed, and the cultural dimensions of individual…
Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination
Spelling and Writing Self-efficacy of Indo-Canadian and Anglo-Canadian Early Adolescents
Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study
Exploring the validity of a teachers’ self-efficacy scale in five countries
A Cross‐Cultural Study of Adolescent Procrastination
In this study, we explore academic procrastination and associated motivation variables in 612 adolescents from Canada and Singapore. Few studies have explored adolescent procrastination and no previous studies have investigated adolescent procrastination using a cross‐cultural framework. Singaporean adolescents reported higher levels of procrastination and lower levels of self‐efficacy for self‐regulation than Canadian adolescents. Males across s…
How times change: Secondary teachers' job satisfaction and dissatisfaction in 1962 and 2007
In this article we explore the level of job satisfaction and the sources of job dissatisfaction for 210 secondary school teachers in southwest England and compare our results with the results from a similar study published in 1962. Using anonymous questionnaires, we asked 210 secondary teachers in southwest England (63% female) to rate their level of job satisfaction and to rate 16 sources of job dissatisfaction that we adapted from the study. Te…
Teachers’ Collective Efficacy, Job Satisfaction, and Job Stress in Cross-Cultural Context
This study examines how teachers’ collective efficacy (TCE), job stress, and the cultural dimension of collectivism are associated with job satisfaction for 500 teachers from Canada, Korea (South Korea or Republic of Korea), and the United States. Multigroup path analysis revealed that TCE predicted job satisfaction across settings. Job stress was negatively related to job satisfaction for North American teachers (i.e., teachers from Canada and t…
Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress.
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Investigating pre-service teacher motivation across cultures using the Teachers’ Ten Statements Test
Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise?
The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context
Teachers' relatedness with students: An underemphasized component of teachers' basic psychological needs.
Using a self-determination theory (SDT) framework, we explored the relationship between the satisfaction of teachers' basic psychological needs for autonomy, relatedness, and competence and their self-reported levels of teaching-related engagement, emotions, and emotional exhaustion. In particular, we tested a 2-component model of teachers' need for relatedness, with representation of the need for relatedness with students and the need for relate…
Measuring Teacher Engagement: Development of the Engaged Teachers Scale (ETS)
The goal of this study was to create and validate a brief multi-dimension scale of teacher engagement—the Engaged Teachers Scale (ETS)—that reflects the particular characteristics of teachers’ work in schools. We collected data from four separate samples of teachers (total N = 823), and followed five steps in developing and validating the ETS. The result of our five steps of analysis was a 16-item, 4-factor scale of teacher engagement that shows …
Preservice teachers’ work stress, self-efficacy, and occupational commitment in four countries
Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis
Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study
Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES)
Evaluating the Relationship Between Boredom and Academic Outcomes: A Meta-Analysis
Motivation and collaboration: The keys to a developmental framework for teachers’ professional learning
Longitudinal relations between teaching-related motivations and student-reported teaching quality
Teachers' cognitive processing of complex school-based scenarios: Differences across experience levels
Teachers are confronted with and must process challenging situations every day. Yet the development trajectory of their processing ability is unknown. Our two-part mixed method studies use a think-aloud methodology to understand how teachers cognitive process difficult school-based and non-school-based scenarios. Studies 1 and 2 examine the differences between expert, beginning, and pre-service teachers without and with pre-existing response opti…
National context and teacher characteristics: Exploring the critical non-cognitive attributes of novice teachers in four countries
The purpose of this article was to examine what education professionals in four countries (England, Finland, Malawi, and Oman) deemed as the critical (i.e., most important for effective teaching) non-cognitive attributes of novice teachers. Results from an iterative comparative case study showed that participants consistently judged certain attributes of novice teachers as critical, i.e., empathy, organization, and resilience. However, there was …
A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout
How Should Stressors Be Examined in Teachers? Answering Questions about Dimensionality, Generalizability and Predictive Effects Using the Multicontext Stressors Scale
Using the Multicontext Stressors Scale (MSS), this study investigates which factorial structure should be used to measure teacher stressors, and the extent to which this factorial structure of MSS remains invariant across gender. Subsequently, grounded in self-determination theory, the present study also examines the extent to which stressors may differentially predict teachers' psychological functioning. Participants were 584 ( M age = 45.04; SD…
Psychology (40 works) · Social Psychology (32 works) · Teacher Professional Development and Motivation (23 works) · Motivation and Self-Concept in Sports (19 works) · Teacher Education and Leadership Studies (19 works) · Mathematics education (18 works) · Pedagogy (15 works) · Self-efficacy (15 works) · Medicine (13 works) · Medical education (12 works)