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

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F18%3A73593459" target="_blank" >RIV/61989592:15410/18:73593459 - isvavai.cz</a>

Result on the web

<a href="https://www.frontiersin.org/articles/10.3389/fpsyg.2018.00648/full" target="_blank" >https://www.frontiersin.org/articles/10.3389/fpsyg.2018.00648/full</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3389/fpsyg.2018.00648" target="_blank" >10.3389/fpsyg.2018.00648</a>

Result language

angličtina

Original language name

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

Original language description

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&apos; 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.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

50302 - Education, special (to gifted persons, those with learning disabilities)

Project

—

Continuities

S - Specificky vyzkum na vysokych skolach

Publication year

2018

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Frontiers in Psychology

ISSN

1664-1078

e-ISSN

—

Volume of the periodical

2018

Issue of the periodical within the volume

9

Country of publishing house

CH - SWITZERLAND

Number of pages

8

Pages from-to

1-8

UT code for WoS article

000431520700001

EID of the result in the Scopus database

2-s2.0-85047019802