Factors that Determine Preschool Teacher Self-Efficacy in an Urban School District

Infurna, Charles J.; Riter, Donna; Schultz, Susan

doi:10.26822/iejee.2018143929

Cited by 21 publications

(31 citation statements)

References 21 publications

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“…Several teachers are uncomfortable expressing their concerns that a child has ASD to a child's parents because of parents' reactions, as some parents attribute a stigmatizing label to ASD. Another study confirmed that teachers found it easier to tell parents that their children had verbal and language problems rather than a mental disorder, as the former is less stigmatizing and would have less potentially negative repercussions [104]. Ultimately, teachers' concerns have a direct effect on their ability to take action on behalf of children with ASD.…”

Section: Health Belief Model (Hbm)mentioning

confidence: 91%

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Pre-School Teachers’ Knowledge, Belief, Identification Skills, and Self-Efficacy in Identifying Autism Spectrum Disorder (ASD): A Conceptual Framework to Identify Children with ASD

et al. 2020

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Recently, the identification and detection of children with autism spectrum disorder (ASD) has become an essential issue under ASD intervention services. The high percentage of ASD among children requires preschool teachers to recognizse children’s abnormal development and identify them at an early stage, followed by referral to specialists. Therefore, this identification calls for a specific ability among preschool teachers, identified as knowledge, belief, identification skills, and self-efficacy (KBISSE). This conceptual framework aims to utilize the current literature to present a discussion on preschool teachers’ KBISSE in identifying children with ASD and making decisions to refer children suspected with ASD to specialists. The conceptual framework is discussed based on social cognitive theory (SCT) and the health belief model (HBM). The conceptual framework emphasizes the need for preschool teachers to be educated in ASD via an educational module that could increase teachers’ self-efficacy in identifying children with ASD. Besides, knowledge in ASD, belief in ASD, and identification skills are also necessary variables for building the educational module. The educational module is useful for guiding future research on preschool teachers’ identification of children with any disability, one of which is ASD, and subsequent specialist referral at an early stage.

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Section: Health Belief Model (Hbm)mentioning

confidence: 91%

“…Preschool teachers could be exposed to these variables via an educational module. Based on SCT, increased knowledge among preschool teachers regarding ASD signs will increase their self-efficacy in identifying children with ASD [36,97,104].…”

Section: Conceptual Framework Developmentmentioning

confidence: 99%

Pre-School Teachers’ Knowledge, Belief, Identification Skills, and Self-Efficacy in Identifying Autism Spectrum Disorder (ASD): A Conceptual Framework to Identify Children with ASD

et al. 2020

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“…Pas, Bradshaw and Hershfeldt (2012); Yılmaz and Çokluk-Bökeoğlu (2008), in their study, they obtained results parallel to this study and concluded that the professional experience did not make any difference in the self-efficacy beliefs of teachers. Infurna, Riter and Schultz (2018) found that teachers' self-efficacy beliefs differ according to their professional experience. Finally, the significance of the difference between the self-efficacy beliefs scores of the preschool teachers was tested; It was concluded that the type of institution they work did not make any difference in the self-efficacy beliefs of teachers.…”

Section: Findings Discussion and Conclusionmentioning

confidence: 99%

Okul Öncesi Öğretmenlerinin Öz Yeterlik İnançlarının Bazı Değişkenlere Göre İncelenmesi

Kaya

2019

OPUS Uluslararası Toplum Araştırmaları Dergisi

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The aim of this study is to determine whether the self-efficacy beliefs of teachers who work as preschool teachers in different institutions differ according to factors gender, age, professional experience and the type of institution. The study group consisted of 108 preschool teachers working in the city center of Konya. Data collection tools were "Demographic Information Form" developed by the researcher, and "Self-efficacy Beliefs Scale of Preschool Teachers" developed by Tepe and Demir (2012). The data of the study were analyzed by independent samples t test and one way variance analysis (ANOVA) using SPPS package program. According to the results of the study, it was found that the self-efficacy beliefs of preschool teachers did not differ significantly according to gender, age, professional experience and the type of institution studied. Results of this study overlaps with the literature. For future studies, it can be suggested to conduct studies with different working groups in different branches with different variables, and in-depth analyzes supported by qualitative data are required.

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“…Teachers should design a method to improve CLC students` engagement, strategies, and students` belief in Sarawak's learning. Several studies verified that teacher experience in service correlates with their teachers` self-efficacy in primary school classroom management (Infurna, Riter, & Schultz, 2018). They acquire more skills and competencies to manage their classroom based on student's needs.…”

Section: Self-efficacy and Classroom Management In Clc Sarawakmentioning

confidence: 94%

Teachers` Self-Efficacy and Classroom Management in Community Learning Centre (CLC) Sarawak

et al. 2021

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Community Learning Centre (CLC) is the Indonesian government's primary education to the children of Indonesian migrant workers in palm oil plantations in Sarawak, Malaysia. Teachers` self-efficacy and classroom management are important issues in education, including for Indonesian children overseas. Self-efficacy means that the belief of teachers to perform good quality and competency in teaching-learning practices. The teachers who have high self-efficacy may be able to solve problems faced by students. They have the confidence to find out the solutions effectively. Meanwhile, classroom management is a teacher's efforts to supervise classroom activities such as training, group interaction, and learner performance. The successful study is determined how far the teacher can manage their classes. A good class is not a silent class, but making more participating in the teaching-learning process. In CLC Sarawak's context, teachers` self-efficacy and classroom control are the key concepts to enhance Indonesian students' learning. There are some beneficial impacts for the students if their teachers have self-efficacy highly and promising approach in classroom management, namely: (1) Students meet a figure who can be trusted and help to solve their problems; (2) Students enjoy in the teaching-learning process because the teachers bring them the simplicity from complex materials and concept; (3) Students are more confident and actively to participate in their classroom; (4) Students will have critical thinking and can quickly answer the questions; (5) Students have high motivation and try their best in the study for their success in the future.

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Factors that Determine Preschool Teacher Self-Efficacy in an Urban School District

Cited by 21 publications

References 21 publications

Pre-School Teachers’ Knowledge, Belief, Identification Skills, and Self-Efficacy in Identifying Autism Spectrum Disorder (ASD): A Conceptual Framework to Identify Children with ASD

Pre-School Teachers’ Knowledge, Belief, Identification Skills, and Self-Efficacy in Identifying Autism Spectrum Disorder (ASD): A Conceptual Framework to Identify Children with ASD

Okul Öncesi Öğretmenlerinin Öz Yeterlik İnançlarının Bazı Değişkenlere Göre İncelenmesi

Teachers` Self-Efficacy and Classroom Management in Community Learning Centre (CLC) Sarawak

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