Australian and Chinese Teacher Efficacy: Similarities and Differences in Personal Instruction, Discipline, Guidance Efficacy and Beliefs in External Determinants

Autor/inn/en	Ho, Irene T.; Hau, Kit-Tai
Titel	Australian and Chinese Teacher Efficacy: Similarities and Differences in Personal Instruction, Discipline, Guidance Efficacy and Beliefs in External Determinants
Quelle	In: Teaching & Teacher Education: An International Journal of Research and Studies, 20 (2004) 3, S.313-323 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2003.09.009
Schlagwörter	Foreign Countries; Cultural Influences; Teacher Effectiveness; Discipline; Self Efficacy; Teachers; Factor Analysis; Teacher Guidance; Cross Cultural Studies; Factor Structure; Measurement; Beliefs; Teaching Styles; Instruction; Differences; Australia; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Cultural influence; Kultureinfluss; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Disziplin; Self-efficacy; Selbstwirksamkeit; Lehrer; Lehrerin; Lehrende; Faktorenanalyse; Lehrerberatung; Cultural comparison; Kulturvergleich; Faktorenstruktur; Messverfahren; Belief; Glaube; Lehrstil; Unterrichtsstil; Teaching process; Unterrichtsprozess; Unterscheiden; Australien; Hongkong
Abstract	The 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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10