The structure of domain-specific teacher self-efficacy among prospective and in-service teachers in Hong Kong
Chapter in an edited book (author)



摘要This study examined the structure of teacher self-efficacy of 432 Chinese school teachers using the Domain-Specific Teacher Self-Efficacy Scale that assesses six domains of teacher self-efficacy, including teaching highly able learners, classroom management, guidance and counseling, student engagement, teaching to accommodate diversity, and teaching for enriched learning. To evaluate whether teacher self-efficacy could be adequately assessed using the scale for both prospective and in-service teachers, models hypothesizing different degrees of equivalence across the two teacher groups were tested using multigroup confirmatory factor analyses. The results indicated that the structure of domain-specific teacher self-efficacy, which included the number and nature of dimensions, was largely similar for prospective and in-service teachers. Group comparisons indicated that in-service teachers reported significantly higher teacher selfefficacy only in the domain of classroom management. The findings also suggested that prospective teachers might have a higher level of teacher self-efficacy in the six domains and experienced a slight drop when they entered the teaching profession as novice teachers, and their domain-specific teacher self-efficacy would rise after they gained teaching experience. Implications of the findings for teacher education and the need for further research on teacher self-efficacy in Hong Kong are discussed. © 2010 Nova Science Publishers, Inc. All rights reserved.
著者Chan D.W.
編輯In A. Selkirk & M. Tichenor (Eds.)Teacher education: Policy, research and practice
詳細描述In A. Selkirk & M. Tichenor (Eds.)Teacher education: Policy, research and practice
頁次403 - 419
關鍵詞Chinese teachers, Domain-specific teacher self-efficacy, Hong kong, Teacher education

上次更新時間 2020-02-09 於 00:53