International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 7
Available Online: 15 June 2024
Author/s:
Lin, Yiyong
Graduate School, Lyceum of the Philippines University – Batangas (42026599@qq.com)
Abstract:
This descriptive study used teachers in Chinese universities as participants. Using a stratified sampling technique, a sample size of 341 was determined through Raosoft calculator with a margin of error of 5% at 95% confidence level. The study analyzed the relationship between self-efficacy and effectiveness of Chinese university teachers. Specifically, it described the profile of respondents in terms of sex, age, education attainment and length of service; determined teachers’ self-efficacy in terms of teaching efficacy, subject matter efficacy, and classroom management efficacy ; assessed teacher effectiveness in terms of student development perspectives, teaching methods and strategies, and teacher-student interactions ; tested the differences in responses when grouped according to profile variables; tested the relationship between self-efficacy and efficiency; and proposed a professional development program for healthy and conducive learning environments for both teachers and students. Based on the findings, most of the respondents were female, aged between 36-40, PhD mostly as their highest educational attainment and with a length of service of 4-6 years. Most of the respondents showed highest subjective efficacy in teacher self-efficacy, with good performance in teacher effectiveness, especially in Teacher-Student Interaction and Teaching methods and strategies. Significant differences in Teacher Effectiveness were found when grouped according to sex while significant differences in subject efficiency were found when grouped according to age. Teachers’ self-efficacy is closely related to effectiveness. A professional development program was proposed to create a healthy, supportive learning environment for teachers and students. The Human Resources Department may design a regular Faculty Development Program before the semester or school year starts and one at the middle of the school year or semester in order to create an atmosphere of academic rigor.
Keywords: self-efficacy, effectiveness, university teachers
DOI: https://doi.org/10.5861/ijrse.2024.24637
Cite this article:
Lin, Y. (2024). Self-efficacy and effectiveness of Chinese university teachers. International Journal of Research Studies in Education, 13(7), 105-111. https://doi.org/10.5861/ijrse.2024.24637