Promoting teacher reflective practice in Turkish schools: the roles of teacher self-efficacy, cognitive flexibility and trust

Abstract

This study investigates the relationships of teacher self-efficacy and teacher cognitive flexibility with teacher reflective practice and explores whether teacher trust moderates these relationships. Survey data were collected from 532 teachers working in Turkish schools and analysed using confirmatory factor analysis and structural equation modelling. Grounded in the Job Demands-Resources (JD-R) theory, this study extends the framework beyond its traditional focus on workplace stress and burnout to examine teacher learning and reflective practice. The findings supported the proposed model, indicating that teacher self-efficacy and cognitive flexibility are both positively and directly associated with teacher reflective practice. The results also revealed that teacher trust moderates the relationships of teacher self-efficacy and cognitive flexibility with teacher reflective practice. The authors conclude with implications for policy and practice, such as integrating structured peer collaboration time into teachers' schedules to strengthen trust and create opportunities for reflective dialogue.