Going beyond previous studies, we investigated differential effects of teacher self‐efficacy (TSE) across the three basic dimensions of educational equality in student engagement, instructional strategies and classroom management in East and South‐East Asian, Anglo‐Saxon and Nordic country clusters in a cross‐cultural analysis. It was found that all three domains of TSE show different patterns of associations in relation to teacher, classroom, principal and school predictors across the three country clusters. Most variation occurred within the classroom and principal predictors, whereas the teacher and school predictors were more homogeneously related to the three country clusters and the three domains of TSE. However, there were more similarities between the Nordic and Anglo‐Saxon clusters than the East and South‐East Asian clusters and any of the other two. Cultural values, as found in the GLOBE study and by Hofstede, were used as a cultural framework to interpret the differences occurring in the country clusters.

中文翻译：

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北欧，盎格鲁-撒克逊人以及东亚和东南亚国家教师参与，教学和课堂管理中自我效能感的预测指标比较分析

超越以往的研究，我们调查了东亚，东南亚，盎格鲁撒克逊和北欧国家集群中学生平等，教学策略和课堂管理三个基本方面的教师自我效能（TSE）的不同影响。跨文化分析。研究发现，TSE的所有三个领域在三个国家集群中与教师，教室，校长和学校预测因素相关的关联模式都不尽相同。大部分差异发生在教室和主要预测变量中，而教师和学校预测变量与TSE的三个国家群和三个域的关联更均一。然而，北欧集群和盎格鲁撒克逊集群之间的相似性要高于东亚和东南亚集群以及其他两个集群中的任何一个。GLOBE研究和Hofstede发现的文化价值被用作解释国家集群中差异的文化框架。