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Front. Psychol. | doi: 10.3389/fpsyg.2018.00648

Teacher efficacy, work engagement, and social support among Chinese special education school teachers

  • 1Special Education Department, School of Education, Guangzhou University, China
  • 2Institute of Curriculum and Instruction, East China Normal University, China

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 (TSES), the Multidimensional Scale of Perceived Social Support (MSPSS), and the Utrecht Work Engagement Scale (UWES) 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 (SEM) analysis showed that social support exerted its indirect effect on teacher efficacy through the mediation of work engagement. These findings provide a new perspective on the complex association between social support and teacher efficacy. Possible explanations for these findings and the limitations of this research are discussed.

Keywords: Chinese special education school teachers, social support, Teacher Efficacy, work engagement, structural equation modeling (SEM)

Received: 14 Nov 2017; Accepted: 16 Apr 2018.

Edited by:

Bernard Veldkamp, University of Twente, Netherlands

Reviewed by:

JESÚS NICASIO GARCÍA SÁNCHEZ, Universidad de León, Spain
Caterina Fiorilli, Libera Università Maria SS. Assunta, Italy  

Copyright: © 2018 Minghui and Lei. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Dr. Hao Lei, East China Normal University, Institute of Curriculum and Instruction, Shanghai, China,