Factors that Determine Preschool Teacher Self-Efficacy in an Urban School District
The aim of the present study is to determine what teacher variables are predictive of preschool teacher self-efficacy in an urban school district. A total of 83 preschool teachers participated in the study. Teacher variables, such as years of teaching experience, job satisfaction, location of empl...
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2018-09-01
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Online Access: | https://www.iejee.com/index.php/IEJEE/article/view/574/362 |
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doaj-a046e8ef16c24f7aac313320c330bff02020-11-25T03:17:54ZengKura PublishingInternational Electronic Journal of Elementary Education1307-92981307-92982018-09-011111710.26822/iejee.2018143929Factors that Determine Preschool Teacher Self-Efficacy in an Urban School DistrictCharles J. INFURNA0Donna RITER1Susan SCHULTZ2Children’s InstituteSt. John Fisher CollegeSt. John Fisher CollegeThe aim of the present study is to determine what teacher variables are predictive of preschool teacher self-efficacy in an urban school district. A total of 83 preschool teachers participated in the study. Teacher variables, such as years of teaching experience, job satisfaction, location of employment, age, and self-efficacy were included in a series of ANOVA analyses. Linear regression modeling reported years of teaching experience outside the birth-2nd grade setting (β= -.232, t(1,79) = -2.124, p< .05) and job satisfaction (β = .294, t(2,78) = 2.793, p< .01) were statistically significant predictors of preschool teacherself-efficacy. This study found that teachers with a greater amount of teaching experience outside of the birth-2nd settingfeel less efficacious about themselves and their abilities to positively influence student achievement and outcomes in thepreschool classroom. Further policy implications, such as hiring practices are discussed.https://www.iejee.com/index.php/IEJEE/article/view/574/362Early childhood educationSelf-efficacyJob satisfactionPreschool teacherClassroom outcomes. |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Charles J. INFURNA Donna RITER Susan SCHULTZ |
spellingShingle |
Charles J. INFURNA Donna RITER Susan SCHULTZ Factors that Determine Preschool Teacher Self-Efficacy in an Urban School District International Electronic Journal of Elementary Education Early childhood education Self-efficacy Job satisfaction Preschool teacher Classroom outcomes. |
author_facet |
Charles J. INFURNA Donna RITER Susan SCHULTZ |
author_sort |
Charles J. INFURNA |
title |
Factors that Determine Preschool Teacher Self-Efficacy in an Urban School District |
title_short |
Factors that Determine Preschool Teacher Self-Efficacy in an Urban School District |
title_full |
Factors that Determine Preschool Teacher Self-Efficacy in an Urban School District |
title_fullStr |
Factors that Determine Preschool Teacher Self-Efficacy in an Urban School District |
title_full_unstemmed |
Factors that Determine Preschool Teacher Self-Efficacy in an Urban School District |
title_sort |
factors that determine preschool teacher self-efficacy in an urban school district |
publisher |
Kura Publishing |
series |
International Electronic Journal of Elementary Education |
issn |
1307-9298 1307-9298 |
publishDate |
2018-09-01 |
description |
The aim of the present study is to determine what teacher variables are predictive of preschool teacher self-efficacy in an urban school district. A total of 83 preschool teachers participated in the study. Teacher variables, such as years of teaching experience, job satisfaction, location of employment, age, and self-efficacy were included in a series of ANOVA analyses. Linear regression modeling reported years of teaching experience outside the birth-2nd grade setting (β= -.232, t(1,79) = -2.124, p< .05) and job satisfaction (β = .294, t(2,78) = 2.793, p< .01) were statistically significant predictors of preschool teacherself-efficacy. This study found that teachers with a greater amount of teaching experience outside of the birth-2nd settingfeel less efficacious about themselves and their abilities to positively influence student achievement and outcomes in thepreschool classroom. Further policy implications, such as hiring practices are discussed. |
topic |
Early childhood education Self-efficacy Job satisfaction Preschool teacher Classroom outcomes. |
url |
https://www.iejee.com/index.php/IEJEE/article/view/574/362 |
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