Enriching Teacher Self-Efficacy Research: A Perspective of Feedback Self-Efficacy With the Lens of Feedback Orientation

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Abstract

While the existing literature has highlighted the significance of teachers’ self-efficacy and its influence on teachers’ feedback practice, how it affects teacher feedback self-efficacy has received insufficient research. This survey study among fifty in-service teachers in China examined the impact of general teacher feedback self-efficacy on specific feedback self-efficacy with the lens of feedback orientation. This quantitative exploration intended to enlarge the knowledge of the effects of teacher self-efficacy in feedback provision and identify potential avenues for fostering teacher feedback orientation. The results showed the positive and significant impact of teacher self-efficacy on feedback self-efficacy. Implications and directions for future research were discussed accordingly.

Authors

• Qishuai Zhang, The Education University of Hong Kong

• Lan Yang, Education University of Hong Kong