The effects of a teacher development programme in chinese vocational education on the efficacy and professional engagement of novice teachers

Figures & data

Table 1. Demographic information for respondents in the experimental and control groups.

Demographic variables		Experimental group			Control group
		Frequency	Percentage(%)		Frequency	Percentage(%)
Gender	Female	25	60.98%		28	66.67%
	Male	16	39.02%		14	33.33%
Teaching experience	Less than 1 year	24	58.54%		25	59.52%
	1–2 years	15	36.59%		14	33.33%
	2–3 years	2	4.88%		3	7.14%
	More than 3 years	0	0%		0	0%
Teaching subject	General course	18	43.90%		15	35.71%
	Vocational course	23	56.10%		27	64.29%
Educational background	Secondary vocational education	0	0%		0	0%
	Higher vocational education	1	2.44%		3	7.14%
	Bachelor’s degree	24	58.54%		26	61.90%
	Master’s degree	15	36.59%		13	30.95%
	Doctorate	1	2.44%		0	0%

Table 2. Correlations between all five factors of both pre-test and post-test.

	Student engagement	Instructional strategies	Classroom management	Planned effort	Planned persistence
Student engagement		.802**	.772**	.526**	.475**
Instructional strategies	.678**		.810**	.590**	.542**
Classroom management	.779**	.607**		.574**	.591**
Planned effort	.520**	.355**	.532**		.750**
Planned persistence	.597**	.523**	.599**	.622**

Note: Upper part above the diagonal are pre-test correlations, below the post-test correlations

Table 3. Descriptive statistics.

		Experimental (n = 41)			Control (n = 42)
		M	SD		M	SD
Student engagement	pre-test	4.76	0.75		4.77	0.53
	post-test	5.17	0.66		4.89	0.58
Instructional strategies	pre-test	4.84	0.65		4.70	0.70
	post-test	5.14	0.64		5.15	0.58
Classroom management	pre-test	4.79	0.75		4.71	0.82
	post-test	5.24	0.60		4.93	0.64
Planned effort	pre-test	5.65	0.95		5.44	0.76
	post-test	5.79	0.72		5.58	0.62
Planned persistence	pre-test	5.84	0.89		5.59	1.23
	post-test	6.21	0.61		5.86	0.78

Multivariate tests and tests of between-subject effects for teacher efficacy scale.

	Variable	Dependent variable	Wilk’s λ	F	p	Partial η^2	Observed power
MANOVA	Group	Post-Teacher efficacy	.873	3.818	.013	.127	.800
		Post-Student engagement	–	4.039	.048	.047	.510
		Post-Instructional strategies	–	.001	.980	.000	.050
		Post-Classroom management	–	5.386	.023	.062	.631
MANCOVA	Group	Post-Teacher efficacy	.711	10.283	.000	.289	.998
		Post-Student engagement	–	15.703	.000	.168	.975
		Post-Instructional strategies	–	1.458	.231	.018	.222
		Post-Classroom management	–	14.007	.000	.152	.959
	Pre-Student engagement	Post-Teacher efficacy	.669	12.557	.000	.331	1.000
		Post-Student engagement	–	37.493	.000	.325	1.000
		Post-Instructional strategies	–	.100	.752	.001	.061
		Post-Classroom management	–	.537	.466	.007	.112
	Pre-Instructional strategies	Post-Teacher efficacy	.627	15.088	.000	.373	1.000
		Post-Student engagement	–	7.915	.006	.092	.793
		Post-Instructional strategies	–	42.360	.000	.352	1.000
		Post-Classroom management	–	7.219	.009	.085	.756
	Pre-Classroom management	Post-Teacher efficacy	.645	13.935	.000	.355	1.000
		Post-Student engagement	–	4.609	.035	.056	.564
		Post-Instructional strategies	–	.673	.415	.009	.128
		Post-Classroom management	–	37.391	.000	.324	1.000

Appendix B: Multivariate tests and tests of between-subject effects for professional engagement scale.

	Variable	Dependent variable	Wilk’s λ	F	p	Partial η^2	Observed power
MANOVA	Group	Post-Professional engagement	.939	2.576	.082	.061	.500
		Post-Planned effort	–	1.907	.171	.023	.276
		Post-Planned persistence	–	5.216	.025	.061	.617
MANCOVA	Group	Post-Professional engagement	.914	3.648	.031	.086	.657
		Post-Planned effort	–	.514	.476	.006	.109
		Post-Planned persistence	–	7.248	.009	.084	.758
	Pre-Planned effort	Post-Professional engagement	.493	40.150	.000	.507	1.000
		Post-Planned effort	–	78.506	.000	.498	1.000
		Post-Planned persistence	–	.293	.590	.004	.083
	Pre-Planned persistence	Post-Professional engagement	.377	64.582	.000	.623	1.000
		Post-Planned effort	–	4.711	.033	.056	.573
		Post-Planned persistence	–	130.291	.000	.623	1.000