Dimensions of teacher self-efficacy among Chinese secondary school teachers in Hong Kong

Dimensions of teacher self-efficacy among Chinese secondary school teachers in Hong Kong

• Chan, David W. Dept. of Educational Psychology, Chinese University of Hong Kong

Educational Psychology, 28(2), 181-194, 2008

Routledge

2008

• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• M Teachers & Education for Teachers
  • MF Characteristics & Conditions of Educational Workers

Classroom Techniques Self Efficacy Construct Validity Test Validity Foreign Countries Secondary School Teachers Teacher Effectiveness Test Construction Teaching Methods Student Needs Guidance School Counseling Student Participation Student Diversity Preservice Teachers Student Teacher Attitudes Teacher Attitudes Academic Ability High Achievement Teacher Burnout Hong Kong

• Hong Kong

• 1997.7 onwards

• Secondary Education

This article reports the development of a teacher self-efficacy scale that aims to accommodate the complexity of teacher functioning in secondary schools in times of education reforms in Hong Kong. The scale was designed to assess six domains of teacher self-efficacy: teaching highly able learners, classroom management, guidance and counselling, student engagement, teaching to accommodate diversity, and teaching for enriched learning. The total scale and the six subscales were evaluated based on the responses of 159 Hong Kong Chinese prospective and in-service teachers for internal consistency and construct validity, and for convergent and discriminant validation with external measures.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410701491833]

• English

Journal Articles

• 01443410

• 10.1080/01443410701491833

https://bibliography.lib.eduhk.hk/en/bibs/7a163e98

2010-09-08