Self-Efficacy of Chinese Language Teachers in a Private Tutoring Institution

Abstract

The quality of teachers influences the achievements of students. This study aimed to examine Chinese language teachers’ self-efficacy and cultural dimension levels in a private tutoring educational institution in Bangkok, Thailand. This study was conducted using a mixed-methods design with quantitative results from 20 Chinese language teachers and qualitative interview findings of 16 participants (four teachers, six students, and four parents). The 9-point Likert scale instrument used in the study was based on Tschannen-Moran et al. (2001) teachers’ self-efficacy scale (TSES) with additional questions about cultural dimension derived from GLOBE research’s theory on culture and leadership. The study provides important insights into foreign language teachers’ self-efficacy when teaching in Thailand. More importantly, it addresses issues facing private tutoring institutions and brings awareness for school leaders in improving their school management. The study’s findings indicated that Chinese language teachers in the selected institution had high self-efficacy and cultural dimension levels.