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Exploring factors related to preschool teachers’ self-efficacy
ARTICLE

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TATE Volume 27, Number 5 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study examined how teacher (teaching experience, perceptions of teacher collaboration and teacher influence) and classroom (children’s engagement) characteristics predicted teacher self-efficacy for 48 preschool teachers in the U.S. Results showed a significant interaction effect between teachers’ perceptions of collaboration and children’s engagement in predicting teachers’ reported self-efficacy. Specifically, a higher level of children’s engagement was associated with a higher level of teacher self-efficacy when teachers worked in preschool with high levels of staff collaboration. Teacher experience and influence in decision-making were not related to teacher self-efficacy. Implications for early childhood teacher education and professional development are discussed.

Citation

Guo, Y., Justice, L.M., Sawyer, B. & Tompkins, V. Exploring factors related to preschool teachers’ self-efficacy. Teaching and Teacher Education: An International Journal of Research and Studies, 27(5), 961-968. Elsevier Ltd. Retrieved July 18, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2011.03.008

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