Teacher Efficacy: A Comparative Study of Hong Kong and Shanghai Primary In-Service Teachers

Autor/in	Cheung, Hoi Yan
Titel	Teacher Efficacy: A Comparative Study of Hong Kong and Shanghai Primary In-Service Teachers
Quelle	In: Australian Educational Researcher, 35 (2008) 1, S.103-123 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
Schlagwörter	Teacher Effectiveness; Measures (Individuals); Cultural Differences; Foreign Countries; Teacher Attitudes; Teaching Methods; Elementary School Teachers; Comparative Analysis; Questionnaires; Self Esteem; Parent Teacher Cooperation; Teacher Student Relationship; Teacher Education; Teaching Experience; China (Shanghai); Hong Kong + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Messdaten; Kultureller Unterschied; Ausland; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Self-esteem; Selbstaufmerksamkeit; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerausbildung; Lehrerbildung; Hongkong
Abstract	Teachers beliefs about their ability to affect students' performance is an important part of professionalism. This study compared 725 Hong Kong and 575 Shanghai primary in-service teachers on their teacher efficacy. Two Chinese versions of the 12-item Teachers' Sense of Efficacy Scale were used in this study since some wordings of the Hong Kong version of the Scale (HK-TSE) were different from the Shanghai version (S-TSE) as a result of cultural differences. Basically, the Shanghai teachers reported significantly higher efficacy than did the Hong Kong teachers. After reviewing these quantitative results, 86 follow-up questionnaires from Shanghai in-service teachers who also participated in the first part of this study were collected. Results of this qualitative part showed that the three most commonly cited factors for the contribution of teacher efficacy were: respect and confidence placed in them by students and parents, the training they received from universities and the experience they gained from daily teaching practice. Though Hong Kong in-service teachers had lower efficacy scores than the Shanghai counterparts. (Contains 2 figures and 9 tables.) (Author).
Anmerkungen	Australian Association for Research in Education (AARE). P.O. Box 71, Coldstream, Victoria 3770, Australia. Tel: +61-0359-649-031; Fax: +61-0359-649-586; e-mail: aare@aare.edu.au; Web site: http://www.aare.edu.au/aer/contents.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10