Relationships Among Senior High Vocational School Teacher Teaching Beliefs, Self-Efficacy, Gender, and School Type

Abstract

This study investigated the relationships between teacher’s teaching beliefs (TB), Self-efficacy (SE), gender, and school type. Descriptive statistics, independent sample t-test, and multiple regression analysis were applied to analyze the data. The findings from the Taiwan teacher samples indicated that female teachers had more positive teaching beliefs than male teachers in the teacher-student relationship and overall dimensions. Private school teachers had higher perceived self-efficacy than public school counterparts in community involvement, teacher’s role and overall dimensions. The findings of multiple regressions indicated that TB could predict perceived SE. At effective professional training level, teacher perceptions of SE were significantly associated with dimensions of teaching material and strategy, teacher-student relationship, and teacher role. Teaching material and strategy dimension was apparently the best predictor of perceived SE. At good teacher-student relationship level, teacher-student relationship was apparently the best predictor of perceived SE. At positive classroom climate level, teacher role was apparently the best predictor of perceived SE.