Teacher efficacy: A comparative study of Hong Kong and Shanghai primary in-service teachers

Teacher efficacy: A comparative study of Hong Kong and Shanghai primary in-service teachers

• Cheung, Hoi Yan City University of Hong Kong

Australian Educational Researcher, 35(1), 103-123, 2008

Australian Association for Research in Education

2008

• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness
• P Social Context of Education
  • PB Comparative Education

Teacher Effectiveness Measures (Individuals) Cultural Differences Foreign Countries Teacher Attitudes Teaching Methods Elementary School Teachers Comparative Analysis Questionnaires Self Esteem Parent Teacher Cooperation Teacher Student Relationship Teacher Education Teaching Experience Hong Kong Shanghai

• Shanghai
• Hong Kong

• 1997.7 onwards

• Primary Education

• View Full Text 全文連結

Teachers beliefs about their ability to affect students' performance is an important part of professionalism. This study compared 725 Hong Kong and 575 Shanghai primary in-service teachers on their teacher efficacy. Two Chinese versions of the 12-item Teachers' Sense of Efficacy Scale were used in this study since some wordings of the Hong Kong version of the Scale (HK-TSE) were different from the Shanghai version (STSE) as a result of cultural differences. Basically, the Shanghai teachers reported significantly higher efficacy than did the Hong Kong teachers. After reviewing these quantitative results, 86 follow-up questionnaires from Shanghai in-service teachers who also participated in the first part of this study were collected. Results of this qualitative part showed that the three most commonly cited factors for the contribution of teacher efficacy were: respect and confidence placed in them by students and parents, the training they received from universities and the experience they gained from daily teaching practice. Though Hong Kong in-service teachers had lower efficacy scores than the Shanghai counterparts.
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• English

Journal Articles

• 03116999

https://bibliography.lib.eduhk.hk/bibs/888f49bb

2010-09-27