کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
374375 | 622491 | 2011 | 8 صفحه PDF | دانلود رایگان |
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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.
► Teachers’ self-efficacy is contextually situated, such that the characteristics of teachers and classrooms are associated with teachers’ self-efficacy.
► Preschool teachers’ self-efficacy was predicted by the interaction between teachers’ sense of collaboration and children’s engagement.
► Neither teachers’ teaching experience nor their decision-making influence significantly predicted teachers’ self-efficacy.
Journal: Teaching and Teacher Education - Volume 27, Issue 5, July 2011, Pages 961–968