Secondary school teachers’ self-efficacy for moral and character education and its predictors: A Hong Kong perspective

Secondary school teachers’ self-efficacy for moral and character education and its predictors: A Hong Kong perspective

• Lee, Chi Kin John The Education University of Hong Kong
• Wong, Koon Lin The Education University of Hong Kong
• Kong, Ho Man Raymond The Education University of Hong Kong

Teachers and Teaching: Theory and Practice, 2021

Routledge

2021

• M Teachers & Education for Teachers
  • ME Teachers' Responsibility, Professionalism & Discipline
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GJ Interdisciplinary

Teacher Efficacy Moral Education Character Education Teacher Engagement Teacher Emotional Labour

• Hong Kong

• 1997.7 onwards

• Secondary Education

At present, there is a growing concern about cultivating virtue among youngsters in Hong Kong. Although moral and character education have been put on the education agenda, it is important to ensure that teachers have sufficient efficacy in moral and character education. Unfortunately, limited empirical evidence for this has been found within the Hong Kong context. Using a sample of 647 moral and character education teachers from 21 secondary schools in Hong Kong, this study examined teacher self-efficacy and its relations with teacher engagement and teacher emotional labour. Confirmatory factor analysis was used to assess the construct validity of each scale. Structural equation modelling was used to test the theoretical model, indicating a good model fit. The strongest predictor of teacher efficacy for moral education was teachers’ personal teaching efficacy. The findings are discussed with implications for future practice and research. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.

• English

Journal Articles

• 13540602

• 10.1080/13540602.2021.1920907

https://bibliography.lib.eduhk.hk/en/bibs/0d73dee1

2021-08-10