Personal and contextual factors associated with growth in preschool teachers’ self-efficacy beliefs during a longitudinal professional development study

Antje Von Suchodoletz, Faiza M. Jamil, Ross A.A.A. Larsen, Bridget K. Hamre

Research output: Contribution to journalArticle

Abstract

There has been limited research on the development of in-service teachers’ self-efficacy beliefs across multiple school years. The current longitudinal study investigated (a) how teachers’ self-efficacy beliefs change over time and (b) how teacher and classroom characteristics relate to these changes in a sample of 341 US American preschool teachers involved in a professional development intervention. Latent growth curve models indicated that teachers’ self-efficacy beliefs increased, particularly for those receiving a coaching intervention. Teacher ratings of children's behavior problems had a negative effect on self-efficacy beliefs. Together, findings highlight the need for support of changing self-efficacy beliefs among in-service teachers.

Original languageEnglish (US)
Pages (from-to)278-289
Number of pages12
JournalTeaching and Teacher Education
Volume75
DOIs
StatePublished - Oct 1 2018

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self-efficacy
teacher
teacher rating
coaching
longitudinal study
classroom
school

Keywords

  • Longitudinal study
  • Preschool
  • Professional development
  • Self-efficacy beliefs
  • Teacher

ASJC Scopus subject areas

  • Education

Cite this

Personal and contextual factors associated with growth in preschool teachers’ self-efficacy beliefs during a longitudinal professional development study. / Von Suchodoletz, Antje; Jamil, Faiza M.; Larsen, Ross A.A.A.; Hamre, Bridget K.

In: Teaching and Teacher Education, Vol. 75, 01.10.2018, p. 278-289.

Research output: Contribution to journalArticle

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