Teachers’ Self-Efficacy belifs in China: A Literature Review (2015-2025)
DOI:
https://doi.org/10.56294/mw2025456Keywords:
Teacher Self-Efficacy, China, Instructional Leadership, Professional Leadership, Educational Reforms, Regional Disparities, Systematic ReviewAbstract
This study reviews literature on teachers’ self-efficacy beliefs in China from 2015 to 2025, aiming to identify key trends, influencing factors, and research gaps. Rooted in Bandura’s social cognitive theory, it examines how instructional leadership, professional development, classroom management, and student outcomes shape teachers’ self-efficacy. Using a systematic literature review, relevant studies were analyzed based on theoretical foundations, methodologies, and findings. Results indicate that educational reforms, regional disparities, and professional expectations significantly impact self-efficacy, with instructional leadership and training playing positive roles, while rural areas face persistent challenges. The discussion highlights policy and practical implications, emphasizing the need for targeted interventions and further research on digital education and cultural influences. This review contributes to understanding self-efficacy in China’s educational context and provides insights for policymakers, educators, and researchers. Its originality lies in synthesizing recent studies to offer a comprehensive perspective on evolving trends and challenges in teacher self-efficacy.
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Copyright (c) 2025 Shihui Hua , Azlin Norhaini Mansor , Khairul Azhar Bin Jamaludin (Author)
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