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This study compared 725 Hong Kong and 575 Shanghai primary in-service teachers using Chinese versions of the 12-item Teachers’ Sense of Efficacy Scale. Shanghai teachers reported significantly higher efficacy. From Shanghai participants, 86 follow-up questionnaires identified key contributors: respect and confidence from students and parents, university training, and daily teaching experience.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-efficacy-a-comparative-study-of-hong-kong-and-shanghai-primary-in-service-teachers/593425/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-efficacy-a-comparative-study-of-hong-kong-and-shanghai-primary-in-service-teachers/593425.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How did the study compare teacher efficacy across Hong Kong and Shanghai?","Question",{"text":113,"@type":114},"It compared 725 Hong Kong and 575 Shanghai primary in-service teachers using Chinese versions of the 12-item Teachers’ Sense of Efficacy Scale, accounting for wording differences between HK-TSE and STSE.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What did the quantitative results show about efficacy levels?",{"text":118,"@type":114},"Shanghai teachers reported significantly higher teacher efficacy scores than Hong Kong teachers.",{"name":120,"@type":111,"acceptedAnswer":121},"Which factors were most commonly cited as contributing to teacher efficacy?",{"text":122,"@type":114},"In the follow-up qualitative part, the most cited factors were respect and confidence placed in teachers by students and parents, university training, and experience gained from daily teaching practice.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},593425,1792165437,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Teacher Efficacy: A Comparative Study of Hong Kong and Shanghai Primary In-Service Teachers  \nHoi Yan Cheung  \nThe City University of Hong Kong  \nAbstract  \nTeachers beliefs about their ability to affect students’performance is an important part of professionalism. This study compared 725 Hong Kong and 575 Shanghai primary in-service teachers on their teacher efficacy. Two Chinese versions of the 12-item Teachers’ Sense of Efficacy Scale were used in this study since some wordings of the Hong Kong version of the Scale (HK-TSE) were different from the Shanghai version (STSE) as a result of cultural differences. Basically, the Shanghai teachers reported significantly higher efficacy than did the Hong Kong teachers. After reviewing these quantitative results, 86 follow-up questionnaires from Shanghai in-service teachers who also participated in the first part of this study were collected. Results of this qualitative part showed that the three most commonly cited factors for the contribution of teacher efficacy were: respect and confidence placed in them by students and parents, the training they received from universities and the experience they gained from daily teaching practice. Though Hong Kong in-service teachers had lower efficacy scores than the Shanghai counterparts.  \nIntroduction  \nThere is no doubt that teacher efficacy is a very important factor for the improvement of education in every part of the world. Berman, McLaughlin, Bass, Pauly, and Zellman (1997) defined teacher efficacy as “the extent to which the teacher believes he or she has the capacity to affect student performance”(p. 4) . Rizvi and Elliot (2005) believed that teacher efficacy is an important dimension of teacher professionalism, together with other dimensions such as teacher practice, leadership and collaboration. Recent studies have focused on why some teachers have higher efficacy than others, for example in-service teachers are significantly more efficacious than pre-service teachers (Mertler, 2004) and teachers’ background, such as years of teaching experience, is also  \nThe Australian Educational Researcher, Volume 35, Number 1, April 2008 •103  \nHOI YAN CHEUNG  \nfound to be related to their level of efficacy (Imants & De Brabander, 1996; Kim & Corn, 1998; Trentham, 1995) . Educators have been paying significant attention in measuring teacher efficacy and finding out factors for increasing it over the past two decades mainly because teacher efficacy has a great influence on a broad range of behavior in both students and teachers.  \nWhen teachers are highly efficacious, their students are found to have a high level of academic achievement, autonomy and motivation, and a firm belief in their own efficacy (Lin & Gorrell, 2002; Tschannen-Moran & Hoy, 2001) . Teacher’s level of aspiration, openness to new ideas, and persistence even when encountering difficulties can be influenced by teacher efficacy. Teachers who are efficacious are more likely to stay in their teaching careers, spend more time teaching, contribute greater efforts in classroom planning and organisation and demonstrate greater enthusiasm for teaching. In addition, highly efficacious teachers are more responsive to the needs of students. They are less critical of the mistakes of students, are willing to devote more time to working with students who are encountering problems, and show more involvement in students’ learning experiences (Ho & Hau, 2004; Tschannen-Moran & Hoy, 2001) .  \nSince the impact of teacher efficacy is so great, educators have developed instruments to measure it at different periods of time. However, most of these instruments were developed based on the suitability of Western participants. Only limited studies and instruments could be found for measuring the efficacy of Chinese teachers. This study focuses on comparing teacher efficacy of two important cities in China, namely Hong Kong and Shanghai, which are different in various aspects, such as language, culture,","cbCaidsJ54rRmuhb","https://ap.wps.com/l/cbCaidsJ54rRmuhb","pdf",104604,21,"English","# Abstract\n# Introduction\n## Teacher efficacy and educational improvement\n## Impact of teacher efficacy on student and teacher outcomes\n## Instruments and cross-cultural measurement of efficacy\n## Development of teacher efficacy scales in Western countries","[{\"question\":\"How did the study compare teacher efficacy across Hong Kong and Shanghai?\",\"answer\":\"It compared 725 Hong Kong and 575 Shanghai primary in-service teachers using Chinese versions of the 12-item Teachers’ Sense of Efficacy Scale, accounting for wording differences between HK-TSE and STSE.\"},{\"question\":\"What did the quantitative results show about efficacy levels?\",\"answer\":\"Shanghai teachers reported significantly higher teacher efficacy scores than Hong Kong teachers.\"},{\"question\":\"Which factors were most commonly cited as contributing to teacher efficacy?\",\"answer\":\"In the follow-up qualitative part, the most cited factors were respect and confidence placed in teachers by students and parents, university training, and experience gained from daily teaching practice.\"}]","Teacher Efficacy: A Comparative Study of Hong Kong and Shanghai Primary In-Service Teachers | PDF",1792077237,53]