Australian and Chinese teacher efficacy: similarities and differences in personal instruction,discipline, guidance efficacy and beliefs in external determinants |
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| Institution: | 1. Department of Psychology, The University of Hong Kong, Pokfulam Road, Hong Kong SAR, China;2. Department of Educational Psychology, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China;1. Department of Mathematics, Louisiana State University, Baton Rouge, LA USA;2. Department of Experimental Statistics, Louisiana State University, Baton Rouge, LA USA;1. Institute for Educational Quality Improvement (IQB), Humboldt-Universität zu Berlin, Unter den Linden 6, D-10099 Berlin, Germany;2. German Institute for International Educational Research (DIPF), Schloßstraße 29, D-60486 Frankfurt am Main, Germany;3. Institute for Psychology, Faculty of Mathematics and Natural Sciences II, Humboldt-Universität zu Berlin, Unter den Linden 6, D-10099 Berlin, Germany;1. School of Education, Bar-Ilan University, Ramat-Gan, Israel;2. Faculty of Education, La Trobe University, Melbourne, Victoria, Australia |
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| Abstract: | 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. |
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