Self-Efficacy and Professional Development of Chinese Language Teachers in North Carolina Secondary Schools

• In Event: Mixed-Methods Research Applications for Teachers

Abstract

This study adopted an explanatory sequential mixed-methods design to examine self-efficacy in the application of professional standards and professional development (PD) of Chinese language teachers in North Carolina secondary schools. The study collected quantitative data from a survey and qualitative data through semi-structured interviews. The quantitative results informed the qualitative interview protocol design and the purposeful sampling of interviewees from the survey participants.

The quantitative findings indicate that teachers’ self-efficacy is significantly predicted by their perceived PD benefits and self-reported PD support. In contrast, teachers’ PD needs were not found to be significant predictors of their self-efficacy. The qualitative findings identify regular critical reflection and active participation in the professional community as important contributors to teachers’ self-efficacy development.

Authors

• Lini Ge Polin, University of North Carolina - Chapel Hill

• Xue Lan Rong, University of North Carolina - Chapel Hill