Profiles of Self-Efficacy Among Chinese Teachers: Associations With Teacher Demographics and Affective Well-Being

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Teacher Self-Efficacy and Teacher Learning (Table 9)

Abstract

Adopting a social cognitive perspective, this study used latent profile analysis on 1,264 Chinese teachers to explore teacher self-efficacy profiles and their relationship with demographics and affective well-being. Four distinct self-efficacy profiles were identified. Teaching experience and school level significantly predicted profile membership, while gender and school location did not. Differences in affective well-being were found across profiles, though anxiety and depression did not significantly differ between some profiles. The theoretical and practical implications of these findings were discussed.

Authors

• Yi Sun, The Chinese University of Hong Kong

• Hongbiao Yin, The Chinese University of Hong Kong