General, collective, and domain-specific teacher self-efficacy among Chinese prospective and in-service teachers in Hong Kong

By D. Chan. 2008

126 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7c96df1ba492da0bf81749f65e28519197c670c5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Shengnan Liu
2. Yan Liu
3. Robert M. Klassen
4. Ling-Di Li
5. Philip Hallinger
6. P. Runhaar
7. K. Gordon
8. Rezvan Zonoubi

In Social Psychology

1. Shengnan Liu
2. Virginia M. C. Tze
3. P. Runhaar
4. K. Gordon
5. Karin Sanders
6. M. Wyatt
7. S. Betts
8. Ling-Di Li

Citations in the corpus

• Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? (2011, methodology): “Chan (2008c) used a scale focusing on teachers’ collective certainty that they could carry out a set of tasks and Skaalvik and Skaalvik (2007) focused on capability to carry out a task (i.e., “we can get even the most difficult students engaged in their schoolwork,” p. 615).”
• Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model (2018, background): “In addition, empirical research has established self-efficacy as a factor contributing to teacher and student success in Chinese education (see Chan, 2008; Chen, 2017; Cheung, 2008; OECD, 2014; Paine & Fang, 2006).”
• Stimulating teachers' reflection and feedback asking: An interplay of self-efficacy, learning goal orientation, and transformational leadership (2010, background): “Within these studies however, different conceptualisations of self-efficacy are used and often they refer to teaching-specific tasks such as classroom management, student engagement or interaction with parents (Chan, 2008).”
• 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).”
• Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, background): “Literature reviews in the quantitative tradition have tended to emphasize how powerful these beliefs are (e.g. Woolfolk, Rosoff, and Hoy 1990; de Mesquita and Drake 1994; Ross 1994; Ho and Hau 2004; Caprara et al. 2006; Chan 2008; Knoblauch and Woolfolk Hoy 2008; Gurvitch and Metzler 2009; Guo et al”
• Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs (2016, methodology): “Taking local educational reform into consideration, Chan (2008a, 2008b) developed an 18-item domain-specific teacher self-efficacy instrument to assess teacher functioning related to changes in the teacher’s role in education reforms in Hong Kong.”
• EFL teacher self-efficacy development in professional learning communities (2017, background): “Studies on collective teacher efficacy have shown positive relationship between this variable and teacher self-efficacy (e.g. Chan, 2008; Chen&Wu, 2010; Hung, 2010; Zambo& Zambo, 2008), teaching behavior (e.g., Chiang, 2014), teachers' perceptions of how empowered they are at their workplace…”