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ERIC Number: EJ793465
Record Type: Journal
Publication Date: 2008-Apr
Pages: 21
Abstractor: Author
Reference Count: 53
ISSN: ISSN-0311-6999
Teacher Efficacy: A Comparative Study of Hong Kong and Shanghai Primary In-Service Teachers
Cheung, Hoi Yan
Australian Educational Researcher, v35 n1 p103-123 Apr 2008
Teachers beliefs about their ability to affect students' performance is an important part of professionalism. This study compared 725 Hong Kong and 575 Shanghai primary in-service teachers on their teacher efficacy. Two Chinese versions of the 12-item Teachers' Sense of Efficacy Scale were used in this study since some wordings of the Hong Kong version of the Scale (HK-TSE) were different from the Shanghai version (S-TSE) as a result of cultural differences. Basically, the Shanghai teachers reported significantly higher efficacy than did the Hong Kong teachers. After reviewing these quantitative results, 86 follow-up questionnaires from Shanghai in-service teachers who also participated in the first part of this study were collected. Results of this qualitative part showed that the three most commonly cited factors for the contribution of teacher efficacy were: respect and confidence placed in them by students and parents, the training they received from universities and the experience they gained from daily teaching practice. Though Hong Kong in-service teachers had lower efficacy scores than the Shanghai counterparts. (Contains 2 figures and 9 tables.)
Australian Association for Research in Education (AARE). P.O. Box 71, Coldstream, Victoria 3770, Australia. Tel: +61-0359-649-031; Fax: +61-0359-649-586; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China (Shanghai); Hong Kong