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 教師與教師教育
  • ME 教師職責、專業精神與專業紀律
• G 課程與教學:個別教學範疇
  • GJ 跨課程科目

Teacher Efficacy Moral Education Character Education Teacher Engagement Teacher Emotional Labour

• Hong Kong

• 1997.7 onwards

• 中學教育

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.

• 英文

期刊論文

• 13540602

• 10.1080/13540602.2021.1920907

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

2021-08-10