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

By Irene T. Ho, K. Hau. 2004

149 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/5993cfc5f3cb6f99f1d6db67da5f4718d9d35c85

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In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Teachers’ Collective Efficacy, Job Satisfaction, and Job Stress in Cross-Cultural Context (2010, result): “Studies of teacher self-efficacy conducted by Lin, Gorrell, and Taylor (2002) and Ho and Hau (2002) showed similar patterns of consistently higher teachers’ efficacy beliefs for Western teachers in comparison with East Asian teachers.”
Exploring the validity of a teachers’ self-efficacy scale in five countries (2009, methodology): “…motivation across diverse settings is educative because teaching practices and conditions show considerable variation within and across countries, and variations in teaching environments and teaching practices may influence teachers’ beliefs about their roles and responsibilities (Ho & Hau, 2004).”
Teacher efficacy: A comparative study of Hong Kong and Shanghai Primary in-service teachers (2008, unknown): “They are less critical of the mistakes of students, are willing to devote more time to working with students who are encountering problems, and show more involvement in students’ learning experiences (Ho & Hau, 2004; Tschannen-Moran & Hoy, 2001).”
The measurement of teacher efficacy: Hong Kong primary in‐service teachers (2006, background): “A review of the literature shows, for example, that Ho and Hau (2004) compared teacher efficacy between 273 Chinese (Hong Kong) and 208 Australian teachers with at least four years of teaching experience using the Teacher Efficacy Scale from studies like Gibson and Dembo (1984) and Woolfolk et al.…”
Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? (2011, background): “…motivation in diverse settings is informative because teaching practices and conditions show considerable variation within and across countries, and variations in teaching environments and teaching practices may influence teachers’ beliefs about their roles and responsibilities (Ho and Hau 2004).”