The structure of domain-specific teacher self-efficacy among prospective and in-service teachers in Hong Kong
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AbstractThis 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.
All Author(s) ListChan D.W.
All Editor(s) ListIn A. Selkirk & M. Tichenor (Eds.)Teacher education: Policy, research and practice
Detailed descriptionIn A. Selkirk & M. Tichenor (Eds.)Teacher education: Policy, research and practice
Pages403 - 419
LanguagesEnglish-United Kingdom
KeywordsChinese teachers, Domain-specific teacher self-efficacy, Hong kong, Teacher education

Last updated on 2020-02-09 at 00:53