Developing teacher leaders to facilitate Hong Kong's curriculum reforms: Self-efficacy as a measure of teacher growth

This article addresses the issue of preparing teachers as curriculum leaders to support the wide-ranging curriculum reforms that characterize societies in the Asian Pacific region. It draws on social cognitive theory and, in particular, on what has come to be called teachers’ sense of efficacy. The study sought to extend that research in a Chinese context. Copyright © 2006 Rowman & Littlefield Education.