Perceived Teacher Self-Efficacy in Early Childhood Settings: Differences between Early Childhood and Elementary Education Candidates.
This study examined the degree of perceived teacher self-efficacy between early childhood preservice teachers and elementary education pre-service teachers. There were 88 participants: 44 elementary education pre-service teachers and 40 early childhood pre-service teachers. Participants were mostly...
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2006
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ndltd-ETSU-oai-dc.etsu.edu-etd-35642019-05-16T04:46:16Z Perceived Teacher Self-Efficacy in Early Childhood Settings: Differences between Early Childhood and Elementary Education Candidates. Billheimer, Bradley Carroll This study examined the degree of perceived teacher self-efficacy between early childhood preservice teachers and elementary education pre-service teachers. There were 88 participants: 44 elementary education pre-service teachers and 40 early childhood pre-service teachers. Participants were mostly white, female pre-service teachers enrolled at East Tennessee State University. Using Bandura's 30-item "Teacher Self-Efficacy Scale" pre-service teachers rated their perceived self-efficacy on 7 subscales: decision-making, influence on school resources, instructional efficacy, disciplinary efficacy, enlisting parent involvement, enlisting community involvement, and creating a positive school climate. Significant differences were found between groups for 3 of the 7 subscales. Early childhood education pre-service teachers reflected higher levels of efficacy in influencing decision making, t(86)=3.36, p<.001; enlisting parental involvement, t(86)= 2.14, p < .05; and creating a positive school climate, t(86) = 3.01, p < .01. No significant differences between groups were found in overall perceived teacher self-efficacy, t(86)=1.44, n.s. 2006-05-06T07:00:00Z text application/pdf https://dc.etsu.edu/etd/2200 https://dc.etsu.edu/cgi/viewcontent.cgi?article=3564&context=etd Copyright by the authors. Electronic Theses and Dissertations Digital Commons @ East Tennessee State University Elementary Education Early Childhood Licensure No Child Left Behind (NCLB) Teacher Self-efficacy Self-efficacy Highly Qualified Teacher Educational Sociology Social and Behavioral Sciences Sociology |
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Elementary Education Early Childhood Licensure No Child Left Behind (NCLB) Teacher Self-efficacy Self-efficacy Highly Qualified Teacher Educational Sociology Social and Behavioral Sciences Sociology |
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Elementary Education Early Childhood Licensure No Child Left Behind (NCLB) Teacher Self-efficacy Self-efficacy Highly Qualified Teacher Educational Sociology Social and Behavioral Sciences Sociology Billheimer, Bradley Carroll Perceived Teacher Self-Efficacy in Early Childhood Settings: Differences between Early Childhood and Elementary Education Candidates. |
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This study examined the degree of perceived teacher self-efficacy between early childhood preservice teachers and elementary education pre-service teachers. There were 88 participants: 44 elementary education pre-service teachers and 40 early childhood pre-service teachers. Participants were mostly white, female pre-service teachers enrolled at East Tennessee State University. Using Bandura's 30-item "Teacher Self-Efficacy Scale" pre-service teachers rated their perceived self-efficacy on 7 subscales: decision-making, influence on school resources, instructional efficacy, disciplinary efficacy, enlisting parent involvement, enlisting community involvement, and creating a positive school climate. Significant differences were found between groups for 3 of the 7 subscales. Early childhood education pre-service teachers reflected higher levels of efficacy in influencing decision making, t(86)=3.36, p<.001; enlisting parental involvement, t(86)= 2.14, p < .05; and creating a positive school climate, t(86) = 3.01, p < .01. No significant differences between groups were found in overall perceived teacher self-efficacy, t(86)=1.44, n.s. |
author |
Billheimer, Bradley Carroll |
author_facet |
Billheimer, Bradley Carroll |
author_sort |
Billheimer, Bradley Carroll |
title |
Perceived Teacher Self-Efficacy in Early Childhood Settings: Differences between Early Childhood and Elementary Education Candidates. |
title_short |
Perceived Teacher Self-Efficacy in Early Childhood Settings: Differences between Early Childhood and Elementary Education Candidates. |
title_full |
Perceived Teacher Self-Efficacy in Early Childhood Settings: Differences between Early Childhood and Elementary Education Candidates. |
title_fullStr |
Perceived Teacher Self-Efficacy in Early Childhood Settings: Differences between Early Childhood and Elementary Education Candidates. |
title_full_unstemmed |
Perceived Teacher Self-Efficacy in Early Childhood Settings: Differences between Early Childhood and Elementary Education Candidates. |
title_sort |
perceived teacher self-efficacy in early childhood settings: differences between early childhood and elementary education candidates. |
publisher |
Digital Commons @ East Tennessee State University |
publishDate |
2006 |
url |
https://dc.etsu.edu/etd/2200 https://dc.etsu.edu/cgi/viewcontent.cgi?article=3564&context=etd |
work_keys_str_mv |
AT billheimerbradleycarroll perceivedteacherselfefficacyinearlychildhoodsettingsdifferencesbetweenearlychildhoodandelementaryeducationcandidates |
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1719188208674144256 |