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Education Research InternationalVolume 2012 2012, Article ID 265293, 6 pages

Research ArticleLi Ka Shing Institute of Professional and Continuing Education, Open University of Hong Kong, 4-F, Shun Tak Centre, 168 Connaught Road Central, Hong Kong

Received 15 October 2012; Revised 15 November 2012; Accepted 19 November 2012

Academic Editor: Hoi Yan Cheung

Copyright © 2012 Wai-Hung Lam. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Introduction. Sub-degree sector is rising in Hong Kong. The number of enrolled students was over 50000 in 2011. Students’ characteristics and teachers’ roles in the sub-degree sector are different from other sectors. It was important to investigate the factors related with teacher efficacy of sub-degree teachers. Method. Sixty sub-degree teachers were surveyed, and 58 of them were valid 33 males and 25 females. The questionnaire contained three teacher efficacy scales: Teacher Efficacy Scale TES short form, Bandura’s Instrument Teacher Self-Efficacy Scale TSES, and Teachers’ Sense of Efficacy Scale TSoES and an instrument of self-rating’s levels of concerns. Results. The teacher efficacy scales were found to be reliable in the sub-degree sector. The levels of education and educational trainings were not found to be related with any teacher efficacy scales. Level of concerns of teacher efficacy was found to be significant related with TSES’ efficacy to influence parental involvement and ToSES’s instruction strategies. Conclusion. This study found that educational trainings and levels of educations were not related with teacher efficacy and could persuade institutes not to view educational backgrounds as the most influencing factor in employment selections and design better staff developments instead of only sponsoring teachers to pursue further studies.





Autor: Wai-Hung Lam

Fuente: https://www.hindawi.com/



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