General, collective, and domain-specific teacher self-efficacy among Chinese prospective and in-service teachers in Hong Kong
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AbstractThis study assessed two global (general and collective) and seven domain-specific sets of teacher self-efficacy beliefs among 273 Chinese prospective and in-service teachers in Hong Kong. While teachers generally reported having the highest confidence in teaching highly able learners and the least confidence in classroom management, there were significant teacher group differences. Among four groups of teachers, the experienced teachers reported the highest level of global and domain-specific teacher self-efficacy, suggesting that there could be a trend of rising teacher self-efficacy as a teacher went through preparation and teaching practice to becoming a novice and then a more experienced teacher. (c) 2007 Elsevier Ltd. All rights reserved.
All Author(s) ListChan DW
Journal nameTeaching and Teacher Education
Detailed description[ 2008 JCR SCCI Impact Factor : 0.769 ]
Volume Number24
Issue Number4
Pages1057 - 1069
LanguagesEnglish-United Kingdom
KeywordsHong kong; in-service teachers teacher education; prospective teachers; teacher self-efficacy
Web of Science Subject CategoriesEducation & Educational Research; EDUCATION & EDUCATIONAL RESEARCH

Last updated on 2021-04-05 at 00:18