Relations among Preschool Teachers' Self-Efficacy, Classroom Quality, and Children's Language and Literacy Gains.

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Preschool Teacher Well-Being: A Review of the Literature (2014, background): “2009; Whitebook and Sakai 2003), and self-efficacy (Chung et al. 2005; Guo et al. 2010).”
Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, methodology): “Literature reviews in the quantitative tradition have tended to emphasize how powerful these beliefs are (e.g. Woolfolk, Rosoff, and Hoy 1990; de Mesquita and Drake 1994; Ross 1994; Ho and Hau 2004; Caprara et al. 2006; Chan 2008; Knoblauch and Woolfolk Hoy 2008; Gurvitch and Metzler 2009; Guo et al”
The Effects of Teacher Qualification, Teacher Self-Efficacy, and Classroom Practices on Fifth Graders' Literacy Outcomes (2012, background): “The results indicated that teacher self-efficacy significantly predicted preschool children’s literacy skills through a classroom environment characterized by emotionally supportive relationships between teachers and young children (Guo et al., 2010).”
A Course on Effective Teacher-Child Interactions (2012, background): “This domain of teacher-child interactions appears to be most closely linked to young children’s development of early literacy and math skills (Burchinal et al., 2008; Guo et al., 2010; Mashburn et al., 2008).”