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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