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Distinguishing Subtypes of Self-Efficacy among Secondary School Teachers: A Latent Profile Analysis

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Title: Distinguishing Subtypes of Self-Efficacy among Secondary School Teachers: A Latent Profile Analysis
Language: English
Authors: Jing Huang (ORCID 0000-0002-6205-0025), Youliang Zhang, Alex Yue Feng Zhu, Yang Gong, Ho Man Raymond Kong
Source: Journal of Teacher Education. 2026 77(1):55-70.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Self Efficacy, Secondary School Teachers, Profiles, Foreign Countries, Teacher Effectiveness, Classroom Techniques, Instructional Effectiveness, Learner Engagement, Teacher Attitudes, Job Satisfaction, Constructivism (Learning), Beliefs, Teacher Collaboration, Teacher Characteristics, Teacher Background, Administrator Surveys, Teacher Surveys, Sex, Teaching Experience, Teacher Education
Geographic Terms: Singapore
Assessment and Survey Identifiers: Teaching and Learning International Survey
DOI: 10.1177/00224871241234872
ISSN: 0022-4871
1552-7816
Abstract: Teacher self-efficacy is a crucial factor in teaching and learning, yet there is limited understanding of its heterogeneity among the Asian population. Therefore, the objectives of this study were to (a) identify different self-efficacy patterns among 3,095 Singaporean lower secondary school teachers, (b) investigate potential variations in job satisfaction, constructivist beliefs, and teacher co-operation across different self-efficacy profiles, and (c) examine the predictions of teacher background characteristics in relation to profile membership. By employing latent profile analysis, four distinct self-efficacy profiles were identified: (a) "Low Self-Efficacy," (b) "Moderate Self-Efficacy," (c) "High Self-Efficacy," and (d) "Divergent Moderate Self-Efficacy." The results also revealed significant differences in job satisfaction, constructivist beliefs, and teacher co-operation among the self-efficacy profiles. Moreover, teaching experience emerged as a significant predictor of profile membership. These highlight the need for tailored professional development programs and interventions that consider teachers' self-efficacy profiles, teacher outcomes, and teaching experience.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493049
Database: ERIC
FullText Text:
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  Data: Distinguishing Subtypes of Self-Efficacy among Secondary School Teachers: A Latent Profile Analysis
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  Data: <searchLink fieldCode="AR" term="%22Jing+Huang%22">Jing Huang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6205-0025">0000-0002-6205-0025</externalLink>)<br /><searchLink fieldCode="AR" term="%22Youliang+Zhang%22">Youliang Zhang</searchLink><br /><searchLink fieldCode="AR" term="%22Alex+Yue+Feng+Zhu%22">Alex Yue Feng Zhu</searchLink><br /><searchLink fieldCode="AR" term="%22Yang+Gong%22">Yang Gong</searchLink><br /><searchLink fieldCode="AR" term="%22Ho+Man+Raymond+Kong%22">Ho Man Raymond Kong</searchLink>
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 16
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  Data: 2026
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  Data: <searchLink fieldCode="DE" term="%22Singapore%22">Singapore</searchLink>
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  Data: 10.1177/00224871241234872
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  Data: Teacher self-efficacy is a crucial factor in teaching and learning, yet there is limited understanding of its heterogeneity among the Asian population. Therefore, the objectives of this study were to (a) identify different self-efficacy patterns among 3,095 Singaporean lower secondary school teachers, (b) investigate potential variations in job satisfaction, constructivist beliefs, and teacher co-operation across different self-efficacy profiles, and (c) examine the predictions of teacher background characteristics in relation to profile membership. By employing latent profile analysis, four distinct self-efficacy profiles were identified: (a) "Low Self-Efficacy," (b) "Moderate Self-Efficacy," (c) "High Self-Efficacy," and (d) "Divergent Moderate Self-Efficacy." The results also revealed significant differences in job satisfaction, constructivist beliefs, and teacher co-operation among the self-efficacy profiles. Moreover, teaching experience emerged as a significant predictor of profile membership. These highlight the need for tailored professional development programs and interventions that consider teachers' self-efficacy profiles, teacher outcomes, and teaching experience.
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  Data: EJ1493049
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        Value: 10.1177/00224871241234872
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Profiles
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      – TitleFull: Distinguishing Subtypes of Self-Efficacy among Secondary School Teachers: A Latent Profile Analysis
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