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Association between school climate, teachers’ self-efficacy, instructional practice, and perceived needs in professional development: a structural equation analysis using Shanghai TALIS 2018 data

Crossref DOI link: https://doi.org/10.1186/s40536-025-00268-5

Published Online: 2025-10-06

Update policy: https://doi.org/10.1007/springer_crossmark_policy

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