Teachers' Changed Efficacy Belief in China's New Education Experiment

How do teachers view the New Education Experiment in China? How do their views impact their efficacy belief? What makes the change of their comprehensive efficacy belief? what are the possible factors that may influence education reform effects? This book tries to answer the questions by investigating over 2000 participating teachers across China and studying one experimental school in particular from the ethnographic perspective.The study concluded that successful implementation of the New Education reform depends on 1) a willing heart, positive attitude, and high comprehensive efficacy belief; 2) a more decentralized policy making mechanism, and more equitable school environment; 3) a balanced consideration of reform model specificity and teacher autonomy, and 4) an emphasis of both belief change and behavior change.