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  • Asia-Pacific Perspectives on Teacher Self-EfficacySusanne Garvis and Donna Pendergast (Eds.)

    Spine8.382 mm

    Asia-Pacific Perspectives on Teacher Self-Efficacy

    Susanne Garvis and Donna Pendergast (Eds.)

    S e n s e P u b l i s h e r s

    Asia-Pacific Perspectives on Teacher Self-EfficacySusanne GarvisUniversity of Gothenburg, Sweden


    Donna Pendergast (Eds.)Griffith University, Australia

    In this book the editors have been able to provide a snapshot of current research being undertaken in the Asia-Pacific region in regards to teacher self-efficacy beliefs. This includes specific focuses on inclusive teaching, professionalism, subject domains, collective efficacy as well as specific contexts of early childhood education and care, primary schools education, special needs schools and teacher education. This allows the reader to begin to develop an understanding about the complexity of teacher self-efficacy as well as the development and relationship between self-efficacy and other theoretical constructs and concepts. The book begins with an overall summary of research in the Asia-Pacific region before moving to a specific focus on research in different countries.

    All of the chapters also provide hope to the reader about the possibilities of understanding and supporting teachers and schools beliefs to enhance teacher behaviour. Through the implementation of teacher self-efficacy beliefs into educational contexts, teacher education programmes and professional development programmes, there is strong hope that the outcomes of education systems in supporting all students in their learning can be achieved. By allowing teachers to develop their own sources of efficacy and supporting these through all stages of career development, all children can be supported in their own learning.

    ISBN 978-94-6300-519-7


  • Asia-Pacific Perspectives on Teacher Self-Efficacy

  • Asia-Pacific Perspectives on Teacher Self-Efficacy

    Edited by

    Susanne GarvisUniversity of Gothenburg, Sweden


    Donna PendergastGriffith University, Australia

  • A C.I.P. record for this book is available from the Library of Congress.

    ISBN: 978-94-6300-519-7 (paperback)ISBN: 978-94-6300-520-3 (hardback)ISBN: 978-94-6300-521-0 (e-book)

    Published by: Sense Publishers, P.O. Box 21858,3001 AW Rotterdam,The Netherlands

    All chapters in this book have undergone peer review.

    Printed on acid-free paper

    All Rights Reserved 2016 Sense Publishers

    No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.

  • We dedicate this book to our colleagues who work in the field of initial teacher education and professional learning. Globally, the teaching profession has been subjected to closer than usual scrutiny

    over recent years and the brilliant work of teacher educators is sometimes less valued than it should be. We affirm the important

    work of our colleagues and respect their contribution to shaping the present and future educators of the world, who in turn shape the present and future generations

    of young people who will be our future.

  • vii

    TAblE of ConTEnTS

    Acknowledgement ix

    List of Figures xi

    List of Tables xiii

    Acronyms and Abbreviations xv

    Introduction xviiSusanne Garvis and Donna Pendergast

    1. Preservice Teacher Self-Efficacy Beliefs: An Opportunity to Generate Good Research in the Asia-Pacific Region 1David A. G. Berg and Lisa F. Smith

    2. The Mediating Role of Collective Teacher Efficacy Beliefs in the Relationship between School Climate and Teacher Self-Efficacy across Mainstream and Special Needs Schools 19Wan Har Chong and Ming Ying Ong

    3. Understanding Teacher Self-Efficacy to Teach in Inclusive Classrooms 37Umesh Sharma and Sindu George

    4. Teaching Efficacy Belief as a New Paradigm for Teacher Career Development and Professionalism in Korea 53So-Jung Seo

    5. A Comparative Study of Early Childhood Teacher Self-Efficacy for Arts Education in Australia and Oman 71Susanne Garvis and Ali Kemal Tekin

    6. Inclusion, Classroom Management and Teacher Self-Efficacy in an Australian Context 87Stuart Woodcock and Andrea Reupert

    7. Teacher Self-Efficacy and Junior Secondary: Exploring a Moment of Reform in Queensland Schools 103Donna Pendergast and Katherine Main

    8. Teacher Efficacy Research in Mainland China 115Olli-Pekka Malinen

    About the Contributors 127

  • ix


    We wish to acknowledge the contribution made by Joy Reynolds to the production of this book.

  • xi

    lIST of fIGURES

    Figure 1. Dominant learning conversation 96Figure 2. Dominant managing conversation 96

  • xiii

    lIST of TAblES

    Table 1. Correlations of teacher self-efficacy, teacher collective efficacy and school climate factors (n = 183) 26

    Table 2. Means, standard deviations and range of variables (n = 183) 27Table 3. Testing for teacher collective efficacy as a mediator in the

    relationship between teacher self-efficacy and school climate factors (n = 183) 28

    Table 4. Previous experience 78Table 5. TSES mean scores 79Table 6. Student engagement 79Table 7. Classroom management 80Table 8. Instructional strategies 80Table 9. Teacher self-efficacy in relation to frequency use of

    behaviour management strategies 95Table 10. Leading change development program project stages 107Table 11. Average scores for the six subscales of the Norwegian

    Teacher Self-Efficacy Scale (two day conference and the one day workshop) 110

    Table 12. Significance test for leaders perceptions of teacher efficacy 111

  • xv


    Acronym Meaning

    ABS Australian Bureau of StatisticsAD Adapting instruction to individual needsAITSL Australian Institute for Teaching and School LeadershipANOVA analysis of varianceBE BeliefsCAJ China Academic JournalsCCC Child Care CenterCH Coping with changeCI Confidence intervalCM Classroom managementCNKI China Knowledge Resource IntegratedCO Cooperate with colleagues and parentsDET Department of Education and TrainingDETE Department of Education, Training, and EmploymentDI Maintaining disciplineDV Dependent variableECE Early Childhood EducationECEC early childhood education and careECED Early Childhood Education DepartmentECM Educational Change ModelECTES Early Childhood Teacher Efficacy ScaleEEC early education and childcareGCC Gulf Cooperation CouncilGTE general teaching efficacyGTE Teacher efficacyIEP individualized education plansIN InstructionIS Instructional strategiesIV Independent variableK-OSTES Korean version of Ohio State Teacher Efficacy ScaleK-TESE Korean version of Teacher Self-Efficacy ScaleLSD Least Significant DifferenceM MeanMANOVA Multivariate analyses of varianceMCEETYA Ministerial Council on Education, Employment, Training

    and Youth Affairs

  • xvi


    MD Motivating studentsMOE Ministry of EducationNAEYC National Association for the Education of Young ChildrenNCSS National Council of Social ServiceNCTAF National Commission on Teaching and Americas FutureNIE National Institute of EducationNTSES Norwegian Teacher Self-Efficacy ScaleOECD Organisation for Economic Cooperation and DevelopmentOSTES Ohio State Teacher Efficacy ScalePD professional developmentPISA Programme for International Student AssessmentPTE personal teaching efficacySC School ClimateSC Aff School Climate AffiliationSC EC School Climate External ControlSC Em School Climate EmpowermentSC MC School Climate Mission ConsensusSC RA School Climate Resource AdequacySC SL School Climate Supportive LeadershipSC SS School Climate Student SupportSC WP School Climate Work PressureSD Standard deviationSE Student engagementSEIPD Self-Efficacy toward Future Interactions with People

    with Disabilities ScaleSES Socio economic statusSLEQ School-level environment questionnaireSOBMP Survey of Behaviour Management PracticesSPED special educationSQU Sultan Qaboos UniversityTCE Teacher collective efficacy (table 2)TEIP Teacher Efficacy for Inclusive PracticesTES Teacher Efficacy ScaleTSE Teacher self efficacyTSES Teachers Sense of Efficacy ScaleUNESCO United Nations Educational, Scientific and Cultural

    OrganizationUNICEF United Nations Childrens FundVWO Voluntary Welfare OrganizationsWT Working in teams

  • xvii



    This book has come about from numerous discussions we have had over the years about the importance of developing a joint understanding of teacher self-efficacy within the Asia-Pacific region. While much research has come from the American context largely due to the foundational work of Albert Bandura in regards to teacher self-efficacy, a growing body of research has begun to emerge in the Asia-Pacific region as ideas of teacher behaviour and the mediator of such behaviour grows in focus. By understanding the beliefs of teachers, we are able to understand the associated behaviour. This book is therefore perhaps also foundational, in that it is the first to attempt to organise and provide a snapshot of teacher self-efficacy research.

    Our joint focus on teacher self-efficacy research began when Susanne was a doctoral candidate and Donna was her supervisor, together trying to navigate the often fluid landscape of teacher self-eff


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