Exploring Connections Between the Construct of Teacher Efficacy and Family Involvement Practices

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Why Do Parents Become Involved? Research Findings and Implications (2005, background): “One key contributor to effective teacher invitations is teachers’ sense of efficacy for involving parents (Garcia, 2004; HooverDempsey et al., 1992; Pang &Watkins, 2000), which can be enhanced by dynamic, schoolbased in-service programs.”
Promoting Teacher Efficacy for Working With Culturally Diverse Students (2005, background): “The importance of teacher efficacy has been established through numerous research studies focusing on the effect of teacher efficacy on student achievement (Berman & McLaughlin, 1977; Gibson & Dembo, 1984), classroom management (Ashton & Webb, 1986; Gibson & Dembo; Woolfolk & Hoy, 1990), special edu”
Influencing Preservice Teachers’ Attitudes About Working With Low-Income and/or Ethnic Minority Families (2012, methodology): “In contrast to other self-efficacy instruments that typically assess teacher capabilities for implementing school-centric family involvement activities (Garcia, 2004), we were interested in PSTs’ estimates of their capabilities in implementing certain collaborative, family-centric practices.”
Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh (2014, background): “The construct of teacher efficacy was identified in the original RAND studies on effective schools conducted during the 1970s (Garcia 2004).”