Secondary school teachers’ self-efficacy for moral and character education and its predictors: a Hong Kong perspective

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.

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Perceptions of Hong Kong secondary school teachers on effective pedagogical practices for curriculum reform: a multi-group analysis

Asia Pacific Journal of Education ◽

10.1080/02188791.2021.1988901 ◽

2021 ◽

pp. 1-13

Author(s):

Chrysa P. C. Keung ◽

Alan C. K. Cheung ◽

Barley S. Y. Mak ◽

Winnie W. Y. Tam

Keyword(s):

Hong Kong ◽

Secondary School ◽

Curriculum Reform ◽

Secondary School Teachers ◽

Group Analysis ◽

Pedagogical Practices ◽

School Teachers

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

Sustainability ◽

10.3390/su12103950 ◽

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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The role of teachers’ self-efficacy between trust and organisational citizenship behaviour among secondary school teachers

Personnel Review ◽

10.1108/pr-10-2018-0434 ◽

2019 ◽

Vol 49 (3) ◽

pp. 864-886

Author(s):

Yuen Onn Choong ◽

Lee Peng Ng ◽

Seow Ai Na ◽

Chun Eng Tan

Keyword(s):

Secondary School ◽

Self Efficacy ◽

Secondary School Teachers ◽

School Administrator ◽

School Teachers ◽

Policy Makers ◽

Content Type ◽

Sense Of Efficacy ◽

Practical Implications

Purpose The purpose of this paper is to examine the effects of teachers’ perception on trust over their willingness to exercise organisational citizenship behaviours (OCB) using self-efficacy as a mediator. Design/methodology/approach Usable questionnaires were collected from 411 teachers in secondary schools. A two-stage analytic approach was used to analyse the data. Findings The results indicated that trust and teachers’ self-efficacy dimensions (general teaching and personal teaching) are positively related to OCB. Additionally, trust in the principal, colleagues and clients are predicted to have indirect influence on OCB through self-efficacy. Practical implications Teachers’ personal sense of efficacy is largely dependent on the amount of efforts devoted in their teaching, their decision-making ability and the degree of persistency in solving problematic issues. School management and policy makers are urged to develop effective human resources initiatives and programmes that can create a trusting relationship in the organisation and enhance teachers’ self-efficacy. These may include the socialisation programmes that can inculcate teachers’ inner natures, confidence and interpersonal skills when directed towards perceived abilities in given specific tasks and responsibilities to make a significant impact on OCB. Apart from this, the school administrator is advised to offer relevant training and workshops that able to enhance the efficacy level of teachers. Originality/value This study explored how teachers’ self-efficacy was related to trust and OCB. Teachers’ positive behaviours enable them to have greater belief in their capability of handling pressures and crises. The study contributes to the current body of literature and creates a comprehensive theoretical framework for teachers to be involved in OCB. Besides, these unique findings served as a reference to management of any school to better understand the importance of trust in the school and how it relates to teacher self-efficacy, which, in turn nurture the citizenship behaviour in workplace.

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