Australian and Chinese teacher efficacy: similarities and differences in personal instruction, discipline, guidance efficacy and beliefs in external determinants
Publication in refereed journal

香港中文大學研究人員

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摘要The present research examined and compared Australian and Chinese teachers' personal efficacy in instruction, discipline, guidance and beliefs about external influences. Two staged studies were conducted with the participation of 316 Australian teachers (108, 208 in first and second stages, respectively) and 411 Hong Kong Chinese teachers (138, 273, respectively). Results of multiple-group confirmatory factor analyses indicated highly comparable factorial structures of teacher efficacy for the two groups, although personal guidance efficacy was more differentiated from personal instruction and discipline efficacy among Australian teachers. Evidence is provided for the need to incorporate cultural factors into future teacher efficacy research. (C) 2004 Elsevier Ltd. All rights reserved.
著者Ho IT, Hau KT
期刊名稱Teaching and Teacher Education
出版年份2004
月份4
日期1
卷號20
期次3
出版社PERGAMON-ELSEVIER SCIENCE LTD
頁次313 - 323
國際標準期刊號0742-051X
語言英式英語
關鍵詞cross cultural studies; factor structure; measurement; self-efficacy; teacher efficacy
Web of Science 學科類別Education & Educational Research; EDUCATION & EDUCATIONAL RESEARCH

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