Secondary school teachers’ self-efficacy for moral and character education and its predictors: A Hong Kong perspective

Chi Kin John LEE, Koon Lin WONG, Ho Man Raymond KONG

Research output: Contribution to journalArticlespeer-review

Abstract

At present, there is a growing concern about cultivating virtue among youngsters in Hong Kong. Although moral and character education have been put on the education agenda, it is important to ensure that teachers have sufficient efficacy in moral and character education. Unfortunately, limited empirical evidence for this has been found within the Hong Kong context. Using a sample of 647 moral and character education teachers from 21 secondary schools in Hong Kong, this study examined teacher self-efficacy and its relations with teacher engagement and teacher emotional labour. Confirmatory factor analysis was used to assess the construct validity of each scale. Structural equation modelling was used to test the theoretical model, indicating a good model fit. The strongest predictor of teacher efficacy for moral education was teachers’ personal teaching efficacy. The findings are discussed with implications for future practice and research. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
JournalTeachers and Teaching: Theory and Practice
Early online date07 Jun 2021
DOIs
Publication statusE-pub ahead of print - 07 Jun 2021

Citation

Lee, J. C.-K., Wong, K.-L., & Kong, R. H.-M. (2021). Secondary school teachers’ self-efficacy for moral and character education and its predictors: A Hong Kong perspective. Teachers and Teaching: Theory and Practice. Advance online publication. doi: 10.1080/13540602.2021.1920907

Keywords

  • Teacher efficacy
  • Moral education
  • Character education
  • Teacher engagement
  • Teacher emotional labour

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