Contextualizing Teacher Efficacy in a High-Performing System: A Research Agenda

Li Yi Wang*, Jen Yi Li, Liang See Tan, Ling Lee

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)


Drawing from Albert Bandura’s social cognitive theory, Tschannen-Moran, Woolfolk Hoy and Hoy (1998) proposed an integrated model of teacher efficacy to aid the understanding of this complex construct. This framework, despite its richness and usefulness in framing teacher efficacy research within the education landscape, is barely examined in the Southeast Asian education context. Acknowledging that teacher efficacy is a context-specific construct, this article discusses three defining features of the socio-cultural context in Singapore, including diversification of curriculum, high-stakes examinations and the culture of collectivism. We argue that these three features present a unique culturally appropriated perspective on the interpretation of Tschannen-Moran et al.’s integrated conceptual framework. These contextual characteristics and their implications to choices of methodological inquiries need to be considered in the application of this influential framework to teacher efficacy research across subject matters, levels and academic streams in Singapore as well as other education systems that share similar socio-cultural backgrounds.

Original languageEnglish
Pages (from-to)385-403
Number of pages19
JournalBritish Journal of Educational Studies
Issue number3
Publication statusPublished - 2017 Jul 3
Externally publishedYes


  • Singapore
  • collectivism
  • curriculum diversification
  • examinations
  • teacher efficacy

ASJC Scopus subject areas

  • Education


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