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Prof. Paul Sudnik

Munich University of Applied Sciences, Germany

As the Editor-in-Chief of IJSSH, I invite you to contribute your scholarly work to our esteemed publication. The journal publishes papers which focus on the advanced researches in the field of all aspects of social science and humanity. I'll endeavour to make this journal grow better and hopefully it will become a recognized journal among researchers and scholars in related fields.

Home > Archive > 2026 > Volume 16, Number 1, 2026
IJSSH 2026 Vol.16(1): 18-22
doi: 10.18178/ijssh.2026.16.1.1272

A Qualitative Empirical Study on the Influence Factors of Self-Efficacy among Thai HSK Teachers: A Grounded Theory Approach

Xiaomin Jiang
School of Chinese Studies, Huachiew Chalermprakiet University, Bangkok, Thailand
Email: xiaominjiang81@gmail.com

Manuscript received July 8, 2025; accepted September 9, 2025; published February 6, 2026.

Abstract—With the rapid development of international Chinese education, HSK courses have become an integral part of Chinese language instruction in Thai universities. As a core variable influencing teachers’ instructional behavior and professional development, teacher self-efficacy has attracted extensive scholarly attention. However, existing studies tend to examine self-efficacy from a macro perspective, with limited attention to the specific factors influencing self-efficacy in particular teaching tasks, such as HSK test preparation. Grounded in Bandura’s four classical sources of self-efficacy—mastery experience, vicarious experience, verbal persuasion, and emotional and physiological states—this study adopts a grounded theory approach to investigate the key influencing factors through semi-structured interviews with 20 experienced HSK teachers, each with more than four years of teaching experience. The participants include 4 Thai and 16 Chinese teachers, a composition that reflects the actual structure of HSK instruction in Thai universities and may influence the cultural applicability of the findings. The results reveal six major categories influencing teacher self-efficacy: contextual conditions, emotional and physiological states, cognitive factors, vicarious experiences, verbal persuasion, and mastery experience. These factors interact dynamically to shape teachers’ instructional confidence. Notably, cognitive factors and contextual conditions emerged as additional categories that extend Bandura’s original framework. In the context of HSK instruction, these newly identified factors highlight the impact of cultural adaptation and task complexity on teacher self-efficacy. This study not only enriches the theoretical understanding of self-efficacy but also provides empirical evidence for future research focused on task-specific teaching contexts.

Keywords—HSK courses, teachers’ self-efficacy, influence factors

Cite: Xiaomin Jiang, "A Qualitative Empirical Study on the Influence Factors of Self-Efficacy among Thai HSK Teachers: A Grounded Theory Approach," International Journal of Social Science and Humanity, vol. 16, no. 1, pp. 18-22, 2026.

Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
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