Teacher self-efficacy in cultivating students to become ‘good citizens’: a Hong Kong case

Koon Lin Wong, Chi Kin John Lee, Kin Sang Jacqueline Chan, Kerry John Kennedy

Research output: Contribution to journalArticlepeer-review

16 Citations (Scopus)


Civic education is a contested subject in Hong Kong, and there is no agreement in society on what form civic education should take, which leaves each school to choose its own approach. Under these circumstances, each teacher needs greater capability and self-efficacy to develop school-based civic education. This study examined the factors that influenced Hong Kong primary school teacher confidence in teaching citizenship education with the ultimate goal of nurturing students to become ‘good citizens.’ The results of this study indicated that teacher self-efficacy was influenced by beliefs about the subject (Moral, Civic and National Education) and beliefs about teachers’ roles in the curriculum but not beliefs about teaching. Teachers felt more confident teaching social topics than political topics. While this study was conducted in the Hong Kong context, the findings could be valuable for policy makers and educators elsewhere who seek to strengthen teacher self-efficacy.

Original languageEnglish
Pages (from-to)155-173
Number of pages19
JournalTeacher Development
Issue number2
Publication statusPublished - 15 Mar 2019


  • Teachers’ self-efficacy
  • civic education
  • teaching political topics
  • teaching social topics

ASJC Scopus subject areas

  • Education


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