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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 0022-4871 1552-7816 |
| DOI: | 10.1177/00224871241234872 |
