 Teachers’ Self-Efficacy belifs in China: A Literature Review (2015-2025)Shihui Hua, Azlin Norhaini Mansor and Khairul Azhar Bin Jamaludin Seminars in Medical Writing and Education, 2025, vol. 4, 456 Abstract: 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. Date: 2025 There are no downloads for this item, see the EconPapers FAQ for hints about obtaining it. Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:dbk:medicw:v:4:y:2025:i::p:456:id:456 DOI: 10.56294/mw2025456 Access Statistics for this article More articles in Seminars in Medical Writing and Education from AG Editor (Argentina) |
Is your work missing from RePEc? Here is how to contribute.
Questions or problems? Check the EconPapers FAQ or send mail to .
EconPapers is hosted by the
School of Business at Örebro University.