Dimensions of teacher self‐efficacy among Chinese secondary school teachers in Hong Kong

2008 ◽  
Vol 28 (2) ◽  
pp. 181-194 ◽  
Author(s):  
David W. Chan
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Teacher Self Efficacy

The Teacher Self-Efficacy Scale (TSES) Factorial Structure Evidence Review and New Evidence From Polish-Speaking Samples

2019 ◽  
Vol 35 (6) ◽  
pp. 900-912
Author(s):  
Maciej Koniewski
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Measurement Instrument ◽  
Factorial Structure ◽  
Lower Secondary School ◽  
School Teachers ◽  
Evidence Review ◽  
Teacher Self Efficacy ◽  
New Evidence

Abstract. The Teacher Self-Efficacy Scale (TSES) is a widely accepted and enthusiastically used measurement instrument. Unfortunately, little firm evidence is available to support its factorial structure. The article reports on the results of the TSES administered to large representative samples of primary (2,083) and lower-secondary school teachers (2,382) in Poland, along with the results of reanalyzed US data, based on which the scale was developed. The results support TSES as a reliable instrument applicable across countries. However, they also highlight the importance of analyzing the factorial structure of the scale with each application, as it may require modifications when administered to different samples. Additionally, moderate evidence was found in Polish data for TSES to be invariant between primary and lower-secondary school teachers.

Conceptualizing national education and methods of teaching national education in Hong Kong

2021 ◽  
Vol 16 (1) ◽  
pp. 69-94
Author(s):  
King-Man Eric Chong ◽  
Jun Hu ◽  
Chi-Keung Eric Cheng ◽  
Ian Davies ◽  
Hei-Hang Hayes Tang ◽  
...  
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Teaching Methods ◽  
Secondary School Teachers ◽  
Group Discussion ◽  
Relevant Literature ◽  
School Teachers ◽  
National Education ◽  
Academic Literature ◽  
Hong Kong Sar

This article aims to generate a better understanding of Hong Kong teachers’ perception of national education as implemented in the Hong Kong Special Administrative Region (hereafter referred to as Hong Kong SAR) and the interrelationship between their perception and the methods they adopt to teach the topic. We outline the Hong Kong context relevant to our research and review the relevant literature to consider typologies and teaching methods about and for national education. Questionnaire data focused on the seven typologies of nationalism and the three teaching methods of national education identified in the literature review. A total of 601 questionnaires were returned from 198 schools. The typologies of cultural nationalism, civic and peripheral nationalism, authoritarian nationalism, unification nationalism and cosmopolitan nationalism, and the teaching methods of group discussion and an affective approach characterize the views of Hong Kong secondary school teachers about national education. We suggest that teachers’ diverse views about nationalism and their varied use of teaching methods to achieve their goals suggest the powerful influence of current initiatives from the Chinese mainland and the need to reflect on established academic literature that proposes the decolonization of the curriculum and interactive and critical teaching methods.

scholarly journals Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers

2020 ◽  
Vol 12 (10) ◽  
pp. 3950
Author(s):  
David Aparisi ◽  
Lucía Granados ◽  
Ricardo Sanmartín ◽  
María Carmen Martínez-Monteagudo ◽  
José Manuel García-Fernández
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Lower Probability ◽  
School Teachers ◽  
Different Dimensions ◽  
Mood Scale ◽  
The Relationship ◽  
General Self Efficacy

The aim of this study was to examine the relationship between emotional intelligence (EI), generativity and self-efficacy, identifying different profiles of emotional intelligence. 834 secondary school teachers participated in the study by completing the Trait Meta-Mood Scale–24 (TMMS–24), the Loyola Generativity Scale and the General Self-Efficacy Scale. Cluster analysis identified four EI profiles: the first with high scores in attention and low scores in repair, the second with high scores in all dimensions of EI, the third with low scores in all EI dimensions and a fourth profile with low scores in attention and high scores in repair. Results showed significant statistical differences between the EI profiles found and the different dimensions of generativity and self-efficacy. Logistic regression analysis showed that EI was a statistically significant predictor of generativity, since teachers with high EI scores were more likely to present high scores in positive generativity and self-efficacy and lower probability of presenting high scores in generative doubts.

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