International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 11
Available Online: 15 September 2024
Author/s:
Chen, Yuanyuan
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (chenyy0805@gmail.com)
Abstract:
This study utilized descriptive research to determine the relationship among Chinese public elementary school teachers’ teaching self-efficacy, professional development, and teaching performance, which is important for improving teachers’ overall quality and teaching quality. A total of 500 public elementary teachers in China participated in this study. Results showed that majority of the respondents are female, 26-35 years old, bachelor’s degree holders and have been teaching for 6-10 years. They agreed on all the indicators under teaching self-efficacy, having high regard to role satisfaction. Also, teachers agreed on all the items under professional development, giving more importance to teaching strategies and methods. In terms of teaching performance, the respondents agreed on all the indicators, particularly parents and students. Furthermore, there exists no significant difference of responses in teaching self-efficacy, professional development and teaching performance when grouped according to profile variables except for sex in teaching performance. In addition, there exists a highly significant relationship among the three variables. This implies that teachers with high self-efficacy are more likely to actively seek out professional development opportunities to improve their skills. Also, engaging in professional development can boost teachers’ confidence and self-efficacy, leading to improved teaching practices. Finally, effective teaching performance can reinforce teachers’ belief in their abilities, further enhancing their self-efficacy. In the end, a faculty development program to enhance the teaching self-efficacy, professional development and teaching performance of Chinese public elementary teachers was proposed. The findings not only provide valuable references for educational policy makers, but also concrete guidance and suggestions for frontline teachers and school administrators in their daily teaching and professional development. Future research can further explore the specific effects of different types of professional development activities on teachers’ teaching self-efficacy and teaching performance, and develop more targeted teacher training and development programs.
Keywords: teaching self-efficacy, professional development, instructional performance, Chinese public elementary schools, educational quality, teacher training, teacher development
DOI: https://doi.org/10.5861/ijrse.2024.24745
Cite this article:
Chen, Y. (2024). Teaching self-efficacy, professional development, and teaching performance among Chinese public elementary teachers. International Journal of Research Studies in Education, 13(11), 183-194. https://doi.org/10.5861/ijrse.2024.24745