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Teacher Efficacy, Work Engagement, and Social Support Among Chinese Special Education School Teachers

Year: 2018

Type: article

Abstract: This paper investigates the relationship between teacher efficacy and socio-demographic factors, work engagement, and social support among Chinese special education school teachers. The sample comprised 1,027 special education school teachers in mainland China. The Teachers' Sense of Efficacy Scale, the Multi-Dimensional Scale of Perceived Social Support, and the Utrecht Work Engagement Scale were used for data collection. Correlation analysis revealed that social support, work engagement, and teacher efficacy were significantly correlated with each other. Additionally, gender, years of experience, and monthly salary were significant predictors of teacher efficacy. Furthermore, structural equation modeling analysis showed that social support exerted its indirect effect on teacher efficacy through the mediation of work engagement. The findings of this study provide a new perspective on the complex association between social support and teacher efficacy. The explanations and limitations of these findings are discussed.

Source: Frontiers in Psychology

DOI: 10.3389/fpsyg.2018.00648

Authors: Lu Minghui, Hao Lei, Chen Xiaomeng, Miloň Potměšilc

Institutions: Guangzhou University, East China Normal University, South China Normal University, Palacký University Olomouc

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Decent work and economic growth, Reduced inequalities

Open Access status: gold

Estimated APC paid: $3,801