Exploring factors related to preschool teachers' self-efficacy

被引：111
|
作者：
Guo, Ying [1 ]
Justice, Laura M. [1 ]
Sawyer, Brook [1 ]
Tompkins, Virginia [2 ]
机构：
[1] Ohio State Univ, Columbus, OH 43210 USA
[2] Ohio State Univ, Lima, OH 45804 USA
来源：
TEACHING AND TEACHER EDUCATION | 2011年 / 27卷 / 05期
关键词：
Preschool; Teacher self-efficacy; Classroom context; CLASSROOM QUALITY; SENSE; EDUCATION; IMPLEMENTATION; EXPERIENCE; COMMUNITY; PROGRAMS; LANGUAGE; SCHOOLS;
D O I：
10.1016/j.tate.2011.03.008
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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. (C) 2011 Elsevier Ltd. All rights reserved.
引用
收藏
页码：961 / 968
页数：8
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