Teacher efficacy: A comparative study of Hong Kong and Shanghai Primary in-service teachers

By H. Cheung. 2008

179 citations recorded by the source corpus.

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Citations in the corpus

Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs (2016, methodology): “Based on Tschannen-Moran and Hoy (2001), Hui, Kennedy, and Cheung (2006) and Cheung (2006, 2008) used a short form of Chinese version of the 12 items of Teachers’ Efficacy Scale (C-TSE) that was used for examining pre- and in-service teachers’ self-efficacy in general.”
Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, methodology): “These differ from nominally mixed methods studies, e.g. Cheung (2008) that has just one open questionnaire item, subjects responses to content analysis and presents no qualitative data.”
Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? (2011, methodology): “…verbal persuasion, and interpretation of physiological and affective states—may vary across the career span and possibly across cultures (e.g., Cheung 2008; Gabriele and Joram 2007), but reliable measures of the sources of efficacy beliefs for teachers have not yet been created, so further…”
An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance (2020, background): “The available evidence supports a positive association between teacher self-efficacy and students’ academic achievement both in Western (Caprara et al., 2006; Guo et al., 2012) and Chinese schools (D. W. Chan, 2008; Cheung, 2008).”
Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, unknown): “…of TSE has indicated that teachers’ self-efficacy may depend, in part, on aspects such as school atmosphere, principal leadership, and social support provided by parents and colleagues (e.g., Cheung, 2008; Lee, Dedrick, & Smith, 1991; Moore & Esselman, 1992; Tschannen-Moran & Woolfolk Hoy, 2007).”
A Review of Literature on Teacher Efficacy and Classroom Management. (2012, background): “Bandura suggested that teacher efficacy consists of personal teaching efficacy and professional teaching efficacy (as cited in Cheung, 2008).”
Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model (2018, background): “Inquiry into sources of self-efficacy among Chinese teachers has identified “respect and confidence placed in them by students and parents, the training they receive from universities and the experience gained from daily teaching practice” (Cheung, 2008, p. 103) as notable influences.”