Self-efficacy Beliefs of Chinese Primary School Teachers

Article Title: Self-efficacy Beliefs of Chinese Primary School Teachers

Author(s): Shah S. Manzar-Abbas and Lijie Lu

Institute(s): Department of Education, Lahore Leads University; College of Education Science, Northeast Normal University, Changchun, China.

Journal: Pakistan Journal of Psychological Research, 2015, Vol. 30, No. 2, 289-303

Correspondence Address: Shah S. Manzar Abbas, Lahore Leads University, Pakistan. E-mail: manzar_14@yahoo. Com


The study was conducted to explore the primary school teachers’ (PSTs) self-efficacy beliefs with respect to gender and subjects (Chinese and Math) taught during practicum in the primary schools. Using random sampling, 103 PSTs (women 68 and men 35) were selected from the teacher education faculty who had just finished their practicum. Descriptive survey study design was used to investigate the problem. Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Woolfolk-Hoy, 2001) was used to collect data from the participants. Findings revealed that overall the female prospective teachers had higher level of self-efficacy than that of male PSTs. The difference between the cohorts was significant for each of students’ engagement and instructional strategies, but it was marginally significant for classroom management. There was nonsignificant difference between the groups on the basis of subjects taught (Math and Chinese) in the cooperating schools. The findings of the study have implications for the researchers, teacher educators, curriculum developers for teacher education programmes, and all the stake holders of teaching practice.

Keywords. Primary school teachers, self-efficacy, teacher education, teaching practice

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