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Exploring the educational beliefs of primary education student teachers in the Chinese context
Guoyuan Sang,Martin Valcke,Jo Tondeur,Chang Zhu,Johan van Braak 서울대학교 교육연구소 2012 Asia Pacific Education Review Vol.13 No.3
Teacher educational beliefs may be largely shaped by culturally shared learning experiences and social values. The main purpose of this study is to explore educational beliefs of Chinese student teachers. An adapted version of the Teacher Beliefs Scale (TBS)-developed in a Western context (Woolley et al. in Educational and Psychological Measurement, 64: 319-331, 2004)-was validated in this study, and the profiles of student teacher educational beliefs were analyzed. The research participants consisted of 727 Chinese student teachers from four different teacher education universities. A factor analysis of the Chinese version of the TBS supported the dimensions of the original instrument, but some items had to be discarded to less consistent factor loading. The ANOVA results showed that there were significant differences in constructivist teaching beliefs with respect to gender, study year, and majoring subjects. But no significant differences in the adherence to traditional teaching beliefs were observed. The results also show that the first year student teachers hold stronger constructivist beliefs as compared to senior student teachers. This can be linked to the latter larger teaching and learning experiences in real classroom settings. Implications are drawn for further research in teacher education contexts.
Diya Dou,Geert Devos,Martin Valcke 서울대학교 교육연구소 2016 Asia Pacific Education Review Vol.17 No.2
School autonomy in personnel policy is important to effective personnel management. With increased autonomy in personnel policy, principals could wield their leadership to improve teachers’ organizational commitment. However, little is known about whether the given autonomy in personnel policy meets principals’ expectation and whether and how the gap in between has an effect on teachers’ organizational commitment. This research explores the effects of autonomy gap in personnel policy, principal leadership, teachers’ self-efficacy and school contextual factors on teachers’ organizational commitment. Multilevel analysis was used. The results show the effects of autonomy gap in personnel policy differ among areas. In particular, the autonomy gap in salary was found to be a significant antecedent of teachers’ organizational commitment. The results also highlight the importance of principal leadership in this process. Principals with a stronger leadership tend to perceive generally a larger autonomy gap in personnel policy. In addition, when transformational leadership increased, its positive influence on teachers’ organizational commitment became even stronger. Implications for developing efficacious leadership and autonomy policy in personnel management were discussed.