Teacher self-efficacy is a crucial factor in teaching and learning, yet there is limited understanding of its heterogeneity among the Asian population. Therefore, the objectives of this study were to (a) identify different self-efficacy patterns among 3,095 Singaporean lower secondary school teachers, (b) investigate potential variations in job satisfaction, constructivist beliefs, and teacher co-operation across different self-efficacy profiles, and (c) examine the predictions of teacher background characteristics in relation to profile membership. By employing latent profile analysis, four distinct self-efficacy profiles were identified: (a) Low Self-Efficacy, (b) Moderate Self-Efficacy, (c) High Self-Efficacy, and (d) Divergent Moderate Self-Efficacy. The results also revealed significant differences in job satisfaction, constructivist beliefs, and teacher co-operation among the self-efficacy profiles. Moreover, teaching experience emerged as a significant predictor of profile membership. These highlight the need for tailored professional development programs and interventions that consider teachers’ self-efficacy profiles, teacher outcomes, and teaching experience.

中文翻译：

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区分中学教师自我效能的亚型：潜在概况分析

教师自我效能感是教学的关键因素，但亚洲人群对其异质性的了解有限。因此，本研究的目标是 (a) 识别 3,095 名新加坡初中教师的不同自我效能模式，(b) 调查不同自我效能状况下工作满意度、建构主义信念和教师合作的潜在差异，以及 (c) 检查与个人资料成员资格相关的教师背景特征的预测。通过采用潜在概况分析，确定了四种不同的自我效能概况：（a）低自我效能，（b）中等自我效能，（c）高自我效能，和（d）发散的中等自我效能。结果还揭示了自我效能感在工作满意度、建构主义信念和教师合作方面的显着差异。此外，教学经验成为会员资格的重要预测因素。这些突出表明需要量身定制的专业发展计划和干预措施，考虑教师的自我效能感、教师成果和教学经验。