Teacher efficacy and expectations of minority children: The mediating role of teachers' beliefs about minority parents' efficacy

被引：2
作者：
Kim, Yanghee Anna [1 ]
Kim, Jihye [2 ]
Jo, Yeon-Ju [3 ]
机构：
[1] Kennesaw State Univ, Bagwell Coll Educ, Dept Elementary & Early Childhood Educ, Kennesaw, GA 30144 USA
[2] Kennesaw State Univ, Bagwell Coll Educ, Dept Secondary & Middle Grades Educ, 1000 Chastain Rd, Kennesaw, GA 30144 USA
[3] JeollaNamDo Mokpo Off Educ, Educ Support Serv Div, Gyoyuk Ro, Mokpo, Jeollanam Do, South Korea
来源：
INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2023年 / 120卷
关键词：
Teachers' efficacy; Parents' efficacy; Minority parents; Teachers' expectations; Minority children; STUDENTS ACADEMIC-ACHIEVEMENT; SELF-EFFICACY; CAUSAL ATTRIBUTIONS; IMMIGRANT PARENTS; AFRICAN-AMERICAN; INVOLVEMENT; PERCEPTIONS; EDUCATION; FAMILY; CONSTRUCT;
D O I：
10.1016/j.ijer.2023.102190
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
We investigated an exploratory model regarding the ways in which teachers' beliefs about mi-nority parents' efficacy influenced the relationship between personal teacher efficacy (PTE) and their expectations of minority children's school success. A sample of 149 teachers completed the questionnaire that we had developed. Based on confirmatory factor analysis, we identified con-structs representing the teachers' beliefs. Data analysis using structural equation models showed that PTE directly predicted teachers' doubts about minority children's school success. However, when teachers' respect for minority parents' efficacy was entered as a mediating factor, PTE positively predicted teachers' high expectations of minority children's school success and nega-tively predicted teachers' doubt about minority children's school success. Ways to develop teachers' beliefs about minority parents' efficacy are discussed.
引用
收藏
页数：16
相关论文
共 135 条
  • [1] TEACHING READING COMPREHENSION TO LEARNERS WITH AUTISM SPECTRUM DISORDER: PREDICTORS OF TEACHER SELF-EFFICACY AND OUTCOME EXPECTANCY
    Accardo, Amy L.
    Finnegan, Elizabeth G.
    Gulkus, Steven P.
    Papay, Clare K.
    [J]. PSYCHOLOGY IN THE SCHOOLS, 2017, 54 (03) : 309 - 323
  • [2] Ahn B. H., 2013, MULTICULTURAL CONTEN, V15, P61
  • [3] 하혜숙, 2011, [Korea Journal of Counseling, 상담학연구], V12, P2065
  • [4] SELF-EFFICACY - TOWARD A UNIFYING THEORY OF BEHAVIORAL CHANGE
    BANDURA, A
    [J]. PSYCHOLOGICAL REVIEW, 1977, 84 (02) : 191 - 215
  • [5] Bandura A., 1994, ENCY HUMAN BEHAV, V4, P71, DOI DOI 10.1002/9780470479216.CORPSY0836
  • [6] Barton A.C., 2004, EDUC RESEARCHER, V33, P3, DOI DOI 10.3102/0013189X033004003
  • [7] PARENT INVOLVEMENT - A SURVEY OF TEACHER PRACTICES
    BECKER, HJ
    EPSTEIN, JL
    [J]. ELEMENTARY SCHOOL JOURNAL, 1982, 83 (02) : 85 - 102
  • [8] Bennett-Conroy W., 2012, School Community Journal, V22, P87
  • [9] Ambivalent relations: the 'tricky footwork' of parental involvement in school communities
    Blackmore, Jill
    Hutchison, Kirsten
    [J]. INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION, 2010, 14 (05) : 499 - 515
  • [10] Bower H., 2011, Professional School Counseling, V15, P77, DOI DOI 10.5330/PSC.N.2011-15.77
12345678910