Exploring factors related to preschool teachers’ self-efficacy

Guo, Ying; Justice, Laura M.; Sawyer, Brook E.; Tompkins, Virginia

doi:10.1016/j.tate.2011.03.008

Cited by 160 publications

(123 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These results are consistent with the study conducted by Guo et al (2011), who examined how the teaching environment and classroom characteristics predicted the self-efficacy beliefs of 48 preschool teachers from the USA. The authors found that when teachers worked in preschools that fostered high levels of staff sharing and collaboration, teachers tended to exhibit higher levels of self-efficacy, which was in turn associated to higher levels of children's motivation and engagement.…”

Section: Discussionsupporting

confidence: 90%

“…There is evidence supporting the impact of both formal (Duran, Ballone-Duran, Haney, & Beltyukova, 2009) and informal PD activities (Rimm-Kaufman & Sawyer, 2004). In a study conducted with preschool teachers in United States, Guo, Justice, Sawyer, and Tompkins (2011) examined how teacher and classroom characteristics predicted teachers' sense of efficacy. One of the findings was that teachers' collaboration with other fellow colleagues within informal settings was essential in fostering their self-efficacy.…”

Section: Teacher Pd and Self-efficacymentioning

confidence: 99%

See 1 more Smart Citation

Preschool Teachers’ Engagement in Professional Development: Frequency, Perceived Usefulness, and Relationship with Self-Efficacy Beliefs

Múñez

Bautista

Khiu

et al. 2017

PSYE

View full text Add to dashboard Cite

Enhancing the quality of early childhood education is currently a central goal for many countries. There is widespread agreement that providing preschool teachers with opportunities for professional development (PD) is one of the key ingredients to achieving such a goal. Little is known, however, about the frequency with which preschool teachers engage in the different types of PD activities and about how teachers themselves perceive the usefulness of these activities. Similarly, there is limited research on how participating in PD relates to teachers' self-efficacy beliefs. The present study addresses these gaps in the literature with data collected in a Southeast Asian country: Singapore. Participants were 97 Singapore preschool teachers. A survey composing of several scales was used to collect the data. We explored the frequency and perceived usefulness of seven formal PD activities and 19 informal PD activities, both collaborative and individual. Teachers' self-efficacy was measured with the 'Teacher Sense of Efficacy Scale' (TSES). Our findings showed that: 1) Participants engaged in informal PD (both collaborative and individual) more frequently than in formal PD; 2) There were positive correlations between frequency of participation and teachers' perceived usefulness for both formal and informal PD; and 3) High engagement in collaborative informal PD activities was a strong predictor of teachers' self-efficacy beliefs. These results indicate that work-embedded PD, both collaborative and individual, is highly important to Singapore preschool teachers. In order to enhance the impact and responsiveness of PD, we suggest that formal PD should be integrated as part of the informal PD activities in which teachers regularly engage. Limitations and lines for further research are discussed. 182Participación en Desarrollo Profesional de Maestros de Educación Infantil: Frecuencia, Utilidad Percibida y Relaciones con las Creencias de Autoeficacia RESUMEN: Mejorar la calidad de la educación infantil es una meta central en muchos países actualmente. Existe un acuerdo generalizado en que ofrecer oportunidades de desarrollo profesional docente (DPD) a los maestros/as es uno de los ingredientes principales para lograr dicho objetivo. Sin embargo, poco se sabe sobre la frecuencia con la que estos profesionales participan en iniciativas de DPD o sobre sus percepciones acerca de la utilidad de dichas iniciativas. Existe también poca investigación sobre las relaciones entre la participación en DPD y las creencias de auto-eficacia de estos profesionales. El presente estudio aborda estos vacíos en la literatura desde la perspectiva de un país del Sudeste Asiático: Singapur. Los participantes fueron 97 maestras de escuelas infantiles. Para recoger los datos, utilizamos una encuesta compuesta por varias escalas estandarizadas. Exploramos la frecuencia y la utilidad percibida de siete actividades de DPD formal y de 19 informal, tanto colectivas como individuales. Las creencias de auto-eficacia fueron analizadas mediante...

show abstract

Section: Discussionsupporting

confidence: 90%

Section: Teacher Pd and Self-efficacymentioning

confidence: 99%

Preschool Teachers’ Engagement in Professional Development: Frequency, Perceived Usefulness, and Relationship with Self-Efficacy Beliefs

Múñez

Bautista

Khiu

et al. 2017

PSYE

View full text Add to dashboard Cite

show abstract

“…The present findings agree well with Ajay's study (2007) on Turkish pre-service teachers whose TSES mean score of 3.97 was very much close to our score of 3.98. However, our TSES score differed, although marginally, from Poulou (2007) and Guo et al (2011) reported average mean scores of 3.56 and 3.60, respectively, for preschool teachers' self-efficacy. On the other hand, on a study of science student teacher self-efficacy reported a mean score of 3.91, slightly lower than the current mean score of 3.98.…”

Section: Discussioncontrasting

confidence: 76%

“…Most of the studies mentioned above used the original nine-point Likert scale. Poulou (2007); Atay (2007); Bakar and Mohamed (2008) and Guo et al (2011), however, used a five-point Likert scale of TSES.…”

Section: Measure Of Teacher's Sense Of Efficacymentioning

confidence: 99%

THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY

Bakar¹

2012

Journal of Social Sciences

View full text Add to dashboard Cite

The objective of the study was to assess student teachers' efficacy in one of the teacher training institutions in Malaysia, with specific reference to the aspects of student engagement, instructional strategies and classroom management. The sample size was 675 final-year teacher education students. The findings suggest that a majority of the respondents had a high level of teaching efficacy (M = 3.98; SD = 0.36). They were also highly efficacious in student engagement (M = 4.01; SD = 0. 41), instructional strategies (M = 4.01; SD = 0. 39) and classroom management (M = 4.00; SD = 0.45). A significant correlation was found between teaching efficacy and academic achievement C (r = 0.15, p<0.05). The study also revealed that teaching efficacy differed as a function of gender (t = 6.47, p<0.05), career choice (t = 6.04, p<0.05), educational aspiration (t = 2.02, p<0.05) and content major (F 3,668 = 9.86, p<0.05).

show abstract

“…It should be thought that when individuals develop themselves by receiving education in a specific field, they increase their competencies in such fields (Karahan, 2008, p.118). Also, the result that there is no significant relationship is found between the levels of professional self-efficacy of teachers of children in need of special education and professional experience support related research findings (Guo, Justice, Sawyer & Tompkins, 2011;Kaner, 2010;Karahan, 2008;Türk, 2008). Lastly, it is seen that there is no significant relationships between the professional selfefficacy perceptions of special education teachers and special needs of students.…”

Section: Discussionsupporting

confidence: 66%

Exploring the professional self-efficacy perceptions of the teachers of children in need of special education in terms of various variables<p>Özel eğitim gereksinimli çocukların öğretmenlerinin mesleki özyeterlilik algılarının çeşitli değişkenlere göre incelenmesi

Cantimer¹,

Şengül

Akçin

2017

HumanSciences

View full text Add to dashboard Cite

The need for special education is gaining importance each passing day with increasing the number of children in need of special education. Since self-efficacy perceptions of teachers of children in need of special education which is related their field will shape the education given, the identifying current situation is seen important for resolving deficienciens. Therefore, the purpose of the study is to develop "The Special Education Teachers' Sense of Professional Self-Efficacy Scale (SET-SPSES)" (Study I) and reveal whether the level of professional self-efficacy perceptions of the special education teachers show differences depending on a variety of variables (gender, age, educational background, professional experience, and special needs of students) (Study II). SET-SPSES was found to be a suitable instrument in accordance with Study II that was made the validity and the reliability. The research was carried out with 464 teachers graduating from a special education program and working in the academic year of 2013-2014 in Istanbul. According to the research findings; it was determined that the special education

show abstract

Exploring factors related to preschool teachers’ self-efficacy

Cited by 160 publications

References 33 publications

Preschool Teachers’ Engagement in Professional Development: Frequency, Perceived Usefulness, and Relationship with Self-Efficacy Beliefs

Preschool Teachers’ Engagement in Professional Development: Frequency, Perceived Usefulness, and Relationship with Self-Efficacy Beliefs

THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY

Exploring the professional self-efficacy perceptions of the teachers of children in need of special education in terms of various variables<p>Özel eğitim gereksinimli çocukların öğretmenlerinin mesleki özyeterlilik algılarının çeşitli değişkenlere göre incelenmesi

Contact Info

Product

Resources

About

Exploring factors related to preschool teachers’ self-efficacy

Cited by 160 publications

References 33 publications

Preschool Teachers’ Engagement in Professional Development: Frequency, Perceived Usefulness, and Relationship with Self-Efficacy Beliefs

Preschool Teachers’ Engagement in Professional Development: Frequency, Perceived Usefulness, and Relationship with Self-Efficacy Beliefs

THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY

Exploring the professional self-efficacy perceptions of the teachers of children in need of special education in terms of various variables<p>Özel eğitim gereksinimli çocukların öğretmenlerinin mesleki özyeterlilik algılarının çeşitli değişkenlere göre incelenmesi

Contact Info

Product

Resources

About

THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY