Teacher self-efficacy in cultivating students to become ‘good citizens’: A Hong Kong case

Research output: Contribution to journalArticle

Abstract

Civic education is a contested subject in Hong Kong, and there is no agreement in society on what form civic education should take, which leaves each school to choose its own approach. Under these circumstances, each teacher needs greater capability and self-efficacy to develop school-based civic education. This study examined the factors that influenced Hong Kong primary school teacher confidence in teaching citizenship education with the ultimate goal of nurturing students to become ‘good citizens.’ The results of this study indicated that teacher self-efficacy was influenced by beliefs about the subject (Moral, Civic and National Education) and beliefs about teachers’ roles in the curriculum but not beliefs about teaching. Teachers felt more confident teaching social topics than political topics. While this study was conducted in the Hong Kong context, the findings could be valuable for policy makers and educators elsewhere who seek to strengthen teacher self-efficacy. Copyright © 2018 Teacher Development.
Original languageEnglish
Pages (from-to)155-173
JournalTeacher Development
Volume23
Issue number2
Early online dateDec 2018
DOIs
Publication statusPublished - 2019

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self-efficacy
Hong Kong
citizen
teacher
education
student
Teaching
teacher's role
primary school teacher
school
citizenship
confidence
educator
curriculum

Bibliographical note

Wong, K. L., Lee, C. K. J., Chan, K. S. J., & Kennedy, K. J. (2019). Teacher self-efficacy in cultivating students to become ‘good citizens’: A Hong Kong case. Teacher Development, 23(2), 155-173. doi: 10.1080/13664530.2018.1550435

Keywords

  • Teachers’ self-efficacy
  • Teaching social topics
  • Teaching political topics
  • Civic education