Secondary School Teachers' Self-Efficacy for Moral and Character Education and Its Predictors: A Hong Kong Perspective
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| Title: | Secondary School Teachers' Self-Efficacy for Moral and Character Education and Its Predictors: A Hong Kong Perspective |
|---|---|
| Language: | English |
| Authors: | Chi-Kin Lee, John (ORCID |
| Source: | Teachers and Teaching: Theory and Practice. 2021 27(1-4):32-47. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Secondary School Teachers, Self Efficacy, Values Education, Moral Values, Predictor Variables, Emotional Response, Correlation, Self Concept Measures, Foreign Countries |
| Geographic Terms: | Hong Kong |
| Assessment and Survey Identifiers: | Teachers Sense of Efficacy Scale |
| DOI: | 10.1080/13540602.2021.1920907 |
| ISSN: | 1354-0602 |
| Abstract: | At present, there is a growing concern about cultivating virtue among youngsters in Hong Kong. Although moral and character education have been put on the education agenda, it is important to ensure that teachers have sufficient efficacy in moral and character education. Unfortunately, limited empirical evidence for this has been found within the Hong Kong context. Using a sample of 647 moral and character education teachers from 21 secondary schools in Hong Kong, this study examined teacher self-efficacy and its relations with teacher engagement and teacher emotional labour. Confirmatory factor analysis was used to assess the construct validity of each scale. Structural equation modelling was used to test the theoretical model, indicating a good model fit. The strongest predictor of teacher efficacy for moral education was teachers' personal teaching efficacy. The findings are discussed with implications for future practice and research. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1313980 |
| Database: | ERIC |
| Abstract: | At present, there is a growing concern about cultivating virtue among youngsters in Hong Kong. Although moral and character education have been put on the education agenda, it is important to ensure that teachers have sufficient efficacy in moral and character education. Unfortunately, limited empirical evidence for this has been found within the Hong Kong context. Using a sample of 647 moral and character education teachers from 21 secondary schools in Hong Kong, this study examined teacher self-efficacy and its relations with teacher engagement and teacher emotional labour. Confirmatory factor analysis was used to assess the construct validity of each scale. Structural equation modelling was used to test the theoretical model, indicating a good model fit. The strongest predictor of teacher efficacy for moral education was teachers' personal teaching efficacy. The findings are discussed with implications for future practice and research. |
|---|---|
| ISSN: | 1354-0602 |
| DOI: | 10.1080/13540602.2021.1920907 |
