Profiles of teacher self-efficacy and their relations to teacher demographics and affective well-being: A social cognitive perspective

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-11-15 DOI:10.1016/j.tate.2024.104855

Yi Sun, Hongbiao Yin

引用次数: 0

Abstract

Understanding teachers’ self-efficacy and affective well-being is crucial, particularly in the Chinese context where teachers face unique cultural and professional expectations. Adopting a social cognitive perspective, this study used latent profile analysis on 1264 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.

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教师自我效能感及其与教师人口统计学和情感幸福感的关系：社会认知视角

了解教师的自我效能感和情感幸福感至关重要，尤其是在中国，教师面临着独特的文化和职业期望。本研究从社会认知的角度出发，对 1264 名中国教师进行了潜在特征分析，以探讨教师的自我效能感及其与人口统计学和情感幸福感之间的关系。研究发现了四种不同的自我效能感特征。教学经验和学校级别能显著预测教师的自我效能感特征，而性别和学校所在地则不能。尽管焦虑和抑郁在某些特征之间没有显著差异，但在不同特征之间发现了情感幸福感的差异。讨论了这些发现的理论和实践意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.