Teacher Efficacy , Work Engagement, and Social Support Among Chinese Special Education School Teachers
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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.
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Teachers need the principal's support, which is one of the driving forces in shaping teacher character and is an essential factor determining school effectiveness.
“teachers cannot fend for themselves but need the principal's support, which is one of the driving forces in shaping teacher character and is an essential factor determining school effectiveness (Minghui et al., 2018).”
From Influence of the Principal's Digital Leadership on the Reflective Practices of Vocational Teachers Mediated by Trust, Self Efficacy, and Work Engagement (2020) · cites this paper as Minghui et al., 2018
The Introduction’s Social Support section says social support, including support from organizations, appears necessary for teachers to improve the quality of their teaching. But it does not identify principals’ support as a driving force in shaping teacher character or as a determinant of school effectiveness. The Discussion’s Associations section instead identifies family-and-friend support, rather than other kinds of support, as significantly associated with teacher efficacy. (LLM, conf=0.88)
Experimental — accuracy not yet measuredThe need for self-development skills as reflective practitioners is more significant for vocational teachers who are tasked with developing student potential related to companies and industry.
“The need for selfdevelopment skills as reflective practitioners will be more significant for vocational teachers who are tasked with developing student potential related to companies and industry (Minghui, Lei, Xiaomeng & Potmešilc, 2018; Nie, Lau & Liau, 2012).”
From Influence of the Principal's Digital Leadership on the Reflective Practices of Vocational Teachers Mediated by Trust, Self Efficacy, and Work Engagement (2020) · cites this paper as Minghui, Lei, Xiaomeng & Potmešilc, 2018
The Discussion > Practical Implications passage says professional development can improve teacher efficacy among special-education teachers, and the Discussion > Associations Between Teacher Efficacy and Socio-Demographic Factors describes on-the-job training as a way to improve their teaching skills (pages unavailable). Neither passage supports the claimed greater need for reflective self-development among vocational teachers or links their work to companies and industry. (LLM, conf=0.78)
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Algılanan Sosyal Desteğin Bir Çıktısı Olarak Öz Yeterlik
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- Authors
- Minghui, L., Lei, H., Xiaomeng, C., & Potměšilc, M.
- Affiliations
- East China Normal University (CN)
- South China Normal University (CN)
- Corresponding author
- Lei, Hao
- ORCID
- Lei, Hao
- Venue
- Frontiers in Psychology
- Publisher
- Frontiers Media SA
- Published
- 2018-05-07
- Volume
- 9
- Pages
- 648-648
- ISSN
- 1664-1078 (ISSN-L)
- PMC
- PMC5949842
- OpenAlex
- W2799398958
- Cited by
- 152
- References
- 42
- Citations by year
- 2026: 13 · 2025: 15 · 2024: 26 · 2023: 23 · 2022: 30 · 2021: 19 · 2020: 16 · 2019: 9 · 2018: 1
- FWCI
- 36.56
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- Frontiers in Psychology (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Univerzita Palackého v Olomouci
- Guangzhou University
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › School Leadership and Teacher Performance
- Social Sciences › Education › Teacher Professional Development and Motivation
- Keywords
- teacher self-efficacy, work engagement, social support, special education teachers, special schools, Chinese teachers, gender differences, teaching experience, teacher salaries
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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