A Case Study of Faculty Perceptions of Teaching Support and Teaching Efficacy in China: Characteristics and Relationships

Autor/inn/en	Han, Jiying; Yin, Hongbiao; Wang, Junju
Titel	A Case Study of Faculty Perceptions of Teaching Support and Teaching Efficacy in China: Characteristics and Relationships
Quelle	In: Higher Education: The International Journal of Higher Education Research, 76 (2018) 3, S.519-536 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-017-0223-0
Schlagwörter	Foreign Countries; College Faculty; Self Efficacy; Peer Relationship; Teacher Effectiveness; Teacher Attitudes; Gender Differences; Teaching Methods; Instructional Design; Technology Integration; Educational Technology; Classroom Techniques; Teacher Administrator Relationship; Correlation; Case Studies; College Administration; China + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Self-efficacy; Selbstwirksamkeit; Peer-Beziehungen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Klassenführung; Korrelation; Case study; Fallstudie; Case Study; College administrators; Hochschulverwaltung
Abstract	This study investigated the characteristics of faculty perceptions of teaching support and teaching efficacy and the relationships between them in Shandong, a province in East China. The results from a sample of 2758 faculty members from 25 public institutions of higher education showed high levels of reported teaching support and teaching efficacy. Faculty members from key institutions scored higher on teaching resources and efficacy for course design but lower on administrative and peer support. Male faculty members scored higher on efficacy for course design, technology usage and classroom management. Teaching assistants scored higher on administrative and peer support but lower on efficacy for course design, instructional strategy, technology usage and classroom management. In addition to the positive relationship between teaching resources, peer support and all teaching efficacy factors, administrative support was negatively related to course design, technology usage, classroom management and learning assessment among faculty of provincial institutions but positively related to course design and technology usage among faculty of vocational institutions. No significant relationship was found between administrative support and teaching efficacy factors among faculty members from key institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01