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Article: Australian and Chinese teacher efficacy: Similarities and differences in personal instruction, discipline, guidance efficacy and beliefs in external determinants

TitleAustralian and Chinese teacher efficacy: Similarities and differences in personal instruction, discipline, guidance efficacy and beliefs in external determinants
Authors
KeywordsCross Cultural Studies
Factor Structure
Measurement
Self-Efficacy
Teacher Efficacy
Issue Date2004
PublisherElsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tate
Citation
Teaching And Teacher Education, 2004, v. 20 n. 3, p. 313-323 How to Cite?
AbstractThe 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. © 2004 Elsevier Ltd. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/168984
ISSN
2015 Impact Factor: 1.823
2015 SCImago Journal Rankings: 1.836
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorHo, ITen_US
dc.contributor.authorHau, KTen_US
dc.date.accessioned2012-10-08T03:40:29Z-
dc.date.available2012-10-08T03:40:29Z-
dc.date.issued2004en_US
dc.identifier.citationTeaching And Teacher Education, 2004, v. 20 n. 3, p. 313-323en_US
dc.identifier.issn0742-051Xen_US
dc.identifier.urihttp://hdl.handle.net/10722/168984-
dc.description.abstractThe 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. © 2004 Elsevier Ltd. All rights reserved.en_US
dc.languageengen_US
dc.publisherElsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tateen_US
dc.relation.ispartofTeaching and Teacher Educationen_US
dc.subjectCross Cultural Studiesen_US
dc.subjectFactor Structureen_US
dc.subjectMeasurementen_US
dc.subjectSelf-Efficacyen_US
dc.subjectTeacher Efficacyen_US
dc.titleAustralian and Chinese teacher efficacy: Similarities and differences in personal instruction, discipline, guidance efficacy and beliefs in external determinantsen_US
dc.typeArticleen_US
dc.identifier.emailHo, IT:itfho@hkucc.hku.hken_US
dc.identifier.authorityHo, IT=rp00556en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1016/j.tate.2003.09.009en_US
dc.identifier.scopuseid_2-s2.0-1842810241en_US
dc.identifier.hkuros90009-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-1842810241&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume20en_US
dc.identifier.issue3en_US
dc.identifier.spage313en_US
dc.identifier.epage323en_US
dc.identifier.isiWOS:000221201700007-
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridHo, IT=8104635500en_US
dc.identifier.scopusauthoridHau, KT=7006812724en_US

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