You are here:

General, collective, and domain-specific teacher self-efficacy among Chinese prospective and in-service teachers in Hong Kong
ARTICLE

TATE Volume 24, Number 4, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This 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.

Citation

Chan, D.W. (2008). General, collective, and domain-specific teacher self-efficacy among Chinese prospective and in-service teachers in Hong Kong. Teaching and Teacher Education: An International Journal of Research and Studies, 24(4), 1057-1069. Elsevier Ltd. Retrieved November 13, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2007.11.010

Keywords