Does Teachers’ Self-Efficacy Vary for Different Children? A Study of Early Childhood Special Educators

Abstract

Teacher self-efficacy (TSE) is a frequently studied construct due to its positive relations with student outcomes. However, TSE of teachers in inclusive early childhood special education (ECSE) classrooms has seldom been studied. To fill this gap, we examined the extent to which (a) teachers exhibited differing levels of TSE for students; (b) children’s characteristics, particularly disability status and learning behaviors, were associated with TSE; and (c) relations between children’s characteristics and TSE remained consistent across an academic year. Thirty-seven teachers of inclusive ECSE classrooms completed surveys to ascertain their student-specific TSE and children’s learning behaviors for 114 children. Results indicated that teachers had different levels of TSE for students in their classrooms. Children’s characteristics, particularly their attention/persistence, were related to TSE, with more relations shown between TSE and children’s characteristics at the start of the school year than at the end. Implications for teacher professional development are discussed.

Teachers’ Level of Understanding of Inclusive Education on Their Efficacy in the Inclusive Early Childhood Education Delivery

“…This implies that teachers' overall self-efficacy depends on their general understanding and knowledge of inclusive early childhood education practices. This finding aligns with the observations of Sawyer et al (2022), who noted that enhancing teachers' educational knowledge has the potential to elevate their level of self-efficacy. However, the scenario differs when considering various specific levels of understanding.…”

“…However, similar to trees shaping a forest, self-efficacy is not independent of other factors that contribute to the smooth functioning of inclusive early childhood education. One of the most significant factors associated with this variable is teachers' beliefs, knowledge, and understanding of inclusive Early Childhood education (Sawyer et al, 2022).…”