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

By Antje von Suchodoletz, Faiza M Jamil, Ross Larsen, B. Hamre. Teaching and Teacher Education : An International Journal of Research and Studies, 2018

89 citations recorded by the source corpus.

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.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/b1917c1ad315c57e3019f731302684978db4be72

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In Education

1. Xin Zhang
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In Safety Research

1. Xin Zhang
2. Nadira Saab
3. Wilfried Admiraal

Citations in the corpus

• Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level (2021, result): “Our results show the crucial role of teachers’ introjected regulation in teacher learning, which is less firmly established in previous studies (Guo et al. 2011; Suchodoletz et al. 2018) In line with previous research (Bolhuis and Voeten 2004), our study confirmes the important influence that teache”